Welcome 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 & Socials (optional) Please sign in so we can record your attendance. * Robert Davey (he/him/his), The Carpentries, robertdavey@carpentries.org * Jannetta Steyn (she/her/hers). Newcastle University, UK, jannetta.steyn@newcastle.ac.uk * Camilla Pacifici (she/her/hers). Space Telescope Science Institute, USA, cpacifici@stsci.edu * Mashy Green (he/him/his). University College London, UK, mashy.green@ucl.ac.uk * Sophia Dörner (she/her/hers), University of Göttingen, Germany, sophia.doerner@sub.uni-goettingen.de (doerners@posteo.de) * Arnab Mukherjee (he/him/his), Manipal Institute of Technology, India, arnabbiotech.gen@gmail.com * Marié Roux (she/her/hers), Stellenbosch University, South Africa, mr@sun.ac.za * Laura Meier (she/her/hers), Ludwig-Maximilians-Universität München, Germany, laura.meier@ub.uni-muenchen.de * Brian Maass (he/him), University of Nebraska Medical Center, USA, brian.maass@unmc.edu * Alvina Matthee(she/her/hers), Stellenbosch Univerity,South Africa alvinam@sun.ac.za * Olga Minaeva (she/her/hers), NWO-I, the Netherlands, o.minaeva@nwo-i.nl * Kevin Stachelek (he/him/his), University of Southern California, Los Angeles, kevin.stachelek@gmail.com * Robert Ivanek (he/him/his). University of Basel, Switzerland, robert.ivanek@unibas.ch * Alison MacFadyen (she/her), The Sainsbury Laboratory, alison.macfadyen@tsl.ac.uk, Fads86 (Twitter) * Steve Matsumoto (he/him/his), Olin College of Engineering, smatsumoto@olin.edu * Barbara Loehde (she/her) University of Goettingen, Germany, barbara.loehde@sub.goettingen.de * Chen Ziru, Guangzhou lab, China, ziruchan0913@gmail.com * Jacques Serizay, Institut Pasteur France, jacques.serizay@pasteur.fr * Todd Skaggs, U. S. Dept of Agriculture, todd.skaggs@usda.gov * Daniela Granato de Souza, Alabama A&M University, daniela.granatod@aamu.edu * * * * * * * * 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=2024-06-11-ttt-online-CEST You can keep track of the time in your current timezone at https://timeanddate.com/worldclock. *Break times (approximate): *Welcome https://carpentries.github.io/instructor-training/01-welcome Questions: * What is The Carpentries and how do we approach teaching? * What should you expect from this workshop? Objectives: * Identify common ground with some of your fellow workshop participants. * Understand a general structure and core goals of The Carpentries. * Predict what will and will not be covered in this workshop. * Know where to find The Carpentries Code of Conduct and how to report an incident. *Code of Conduct: To make clear what is expected, everyone participating in The Carpentries activities is required to abide by our Code of Conduct. https://docs.carpentries.org/topic_folders/policies/code-of-conduct.html Any form of behaviour to exclude, intimidate, or cause discomfort is a violation of the Code of Conduct. In order to foster a positive and professional learning environment we encourage you to: * Use welcoming and inclusive language * Be respectful of different viewpoints and experiences * Gracefully accept constructive criticism * Focus on what is best for the community * Show courtesy and respect towards other community members If you believe someone is violating the Code of Conduct, we ask that you report it to The Carpentries Code of Conduct Committee by completing this form: https://goo.gl/forms/KoUfO53Za3apOuOK2 Exercise: Getting to know each other * If the Trainer has chosen an icebreaker question, participate by writing your answers in the Etherpad. * "What is your chosen field of work or research and how will the Carpentries instructor training help you in your work?" * I hold a PhD in Social Anthropology and am currently in a research data management project that aims at building data literacy skills in higher education institutions in the State of Lower Saxony, Germany * Mashy Green: I am a researcher and research software engineer (RSE) specialising in computational fluid dynamics / computational engineering and software development, HPC etc. I always had a component of teaching in my work as a postdoctoral research associate and would like to continue that through my role as an RSE, which carpentries are particularly suitable for. * Jacques: I am a genomicist, working with first-hand genome-wide datasets, and focusing on the regulation of gene expression through epigenomic mechanisms. I hope Carpentries instructor training will help me better structure the workshops I teach and improve interactions with trainees. * Marié: I am a librarian working on research impact and data visualisation. So the library would like to start to host Carpentry workshops and therefore we are starting out with instructor training... * Brian, I am a librarian at an academic medical center and I manage the makerspace there. We are bringing the carpentries to our university and our region. * Sophia: Information Science, working as a Data Analyst, one of the projects I'm working in currently has the objective to delevop a curriculum to teach (best) data practices around Open Access data * Cami: I study galaxy evolution and I work with a group of software developers to build the data analysis tools for the James Webb Space Telescope. I want to help young astronomers be more confident with coding. * Laura: I am a librarian and am working in the field of research data management. We are offering a lot of workshops and I hope to improve my teaching through the carpentries instructor training. * Robert I., I am bioinformatician working at the Core Facility at the Departement of Biomedicine in Basel and my motivation is to improve my teaching skills. * * Arnab Mukherjee., I am a PhD student and Teaching Assistant at Manipal Institute of Technology, India. I work on Lung cancer genomics and drug discovery. I expect to enhance my teaching abilities as I aspire my career in academia post-PhD. * Olga: I'm a psychiatric epidemiologist and chronobiologist, who recently left academia to become a trainer of innovative digital techniques with a focus on AI for the Dutch research institutes. I'm going to develop my own workshops using the Carpentries methodology. * Alvina: librarian at the Medicine and Health Sciences faculty reponsible for reserach support and training of elctronic reources * Steve: I teach computing at the undergraduate level and have been exploring research projects that look at what principles from computing (especially software engineering) make sense to teach to those not in the field. I'm hoping that Carpentries training will help me keep up with some best practices in that space, and give me opportunities to engage with those outside of my field. * Kevin: I am a PhD student studying cancer biology and genomics, specifically progression of the pediatric retinal cancer retinoblastoma. I believe that the training will enable connections with other experts and help me build expertise in computational research. * Todd, I am a research hyrologist. I work on modeling water and chemical transport in soils. I'm hoping to better help students. * Alison: I am a micrbiologist/computational biologist researching antimicrobial resistance and horizontal gene transfer. I currently provide training support and this Carpentries training will aid that, plus allow me to hold training workshops. * chenziru: I am a bioinformatics engineer from Guangzhou lab. I am interested in teaching and teaching is part of my job. That's why I am attending this training. My english is poor, but I will try my best to keep up with the pace. Introductions - Robert Davey, Director of Technology, The Carpentries - Jannetta Steyn, Newcastle University, UK, Workshop schedule and break times https://carpentries.github.io/instructor-training/instructor/index.html -- -- 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. XXXXX * Yes, I have been a workshop helper.x * * Yes, I organized a workshop. * No, but I am familiar with what is taught at a workshop. XXXXX * No, and I am not familiar with what is taught at a workshop. XXXXx 2) Which of these most accurately describes your teaching experience? * I have been a graduate or undergraduate teaching assistant for a university/college course.Xx XXXX * I have not had any teaching experience in the past. * I have taught a seminar, workshop, or other short or informal course.XXXxXXXx * * I have been the instructor-of-record for my own university/college course.X * I have taught at the primary or secondary education level. * I have taught informally through outreach programs, hackathons, libraries, laboratory demonstrations, and similar activities. XXXx 3) Why are you taking this course? What goals do you have for today and tomorrow? - to structure the course - I am part of a team that is expanding data literacy instruction at our university. I hope to learn how to structure the training and set up the infrastructure for a class. - learn best practices I will soon be teaching research data literacy courses for reseachers - I really enjoy teaching and the subjects in the carpentries allign well with the subject areas and level at which I would like to teach. A brief look at the instructor training curiculumn also hilighted some interesting topics I would like to know more about so I can become a better teacher / instructor / lecturer. - I want to be able to help young astronomers with coding - I hope to learn how to structure workshops and maximize interactions/participation of trainees. Also learn about some good practices when it comes to teaching. - i hope to enhance my teaching skills and to learn new ways/practices. - Learn best practices, tips and tricks to teach data analysis (in R) to life science students. How to combine the tehrory and code (live coding). I would liek to teach Carpentry works - I hope to learn how to run supportive and interesting sessions for researchers and students getting started with bioinformatics research. - I'm hoping to learn about best practices for teaching computing to those for whom computing isn't their disciplinary focus. I'm also hoping to engage more with those learners as a way of deepening my research understanding (teaching computing and software engineering to those outside the field). Over the next few days, I hope to get some practice in how to communicate computing concepts to those outside of computer science/software engineering. - I'm planning to create my own workshops based on the Carpentries methodology and template and deliver it at the various research institues. - We are planning to start to host Carpentry workshops at our Library, so my goal is to get any expertise on how to conduct a carpentry workshop myself, along with some of our colleagues who are also doing the course - To be able to support my work project in developing a Carpentry curriculum and improve my teaching skills - Improve teaching, creative an inclusive learning envirnonment - Aspiring a career in academia post-PhD, my teaching experience demonstrates my passion for education and my ability to inspire curiosity, critical thinking, and innovation among students. Attending the Carpentries Instructor Training Program will further enhance my teaching abilities, enabling me to contribute more effectively to the advancement of computational biology through research, mentorship, and the cultivation of future generations of scholars and scientists. - Want to learn how to better help students and others in my org improve their coding. To improve my teaching capabilities. I hope to learn more about improving course material via feedback and employ best practices for teaching. This exercise should take about 5 minutes for responses, with an optional 10 for additional discussion as time permits. *A Brief Overview of the Carpentries Image: Action figures in a workshop with Instructor, Co-Instructor, Helper, and Sticky Notes labeled https://carpentries.github.io/instructor-training/fig/Scene_1_blue_stickies_labeled.jpeg * Software Carpentry focuses on helping researchers develop foundational computational skills * Data Carpentry focuses on helping researchers work effectively with their data through its lifecycle * Library Carpentry focuses on teaching data skills to people working in library- and information-related roles. *Instructor Training Overview * How learning works * Building teaching skill * Creating a positive learning environment * Carpentry history and culture *What We Leave Out * workshop content & technical skills * how to develop new lessons *What Questions Do You Have? Keypoints: * The Carpentries is a community of practice. We strive to provide a welcoming environment for all learners and take our Code of Conduct seriously. * This episode sets the stage for the entire workshop. The introductions and exercises help everyone begin to develop a relationship and trust. * This workshop will cover evidence-based teaching practices and how they apply specifically to The Carpentries. * Learner motivation and prior knowledge vary widely, and can be quickly assessed with a multiple choice question. ------------------------------------------------------- *Building Skill With Practice https://carpentries.github.io/instructor-training/02-practice-learning Questions: * How do people learn? * Who is a typical Carpentries learner? * How can we help novices become competent practitioners? Objectives: * Compare and contrast the three stages of skill acquisition. * Identify a mental model and an analogy that can help to explain it. * Apply a concept map to explore a simple mental model. * Understand the limitations of knowledge in the absence of a functional mental model. *The Carpentries Pedagogical Model *Acquisition of Skill https://carpentries.github.io/instructor-training/fig/skill-level.svg Image: Three people, labeled from left to right as "Novice", "Competent Practitioner", and "Expert". Underneath, an arrow labelled "Experience level" points from left to right. The "Novice" is quoted, "I am not sure what questions to ask." The Competent Practitioner is quoted, "I am pretty confident, but I still look stuff up a lot!" The Expert is quoted "I have been doing this on a daily basis for years!" * Novice * Competent practitioner * Expert *Mental Models "All models are wrong, but some are useful." The power (and limitations) of analogies -- -- Exercise: Analogy Brainstorm -- -- 1) Think of an analogy to explore. Perhaps you have a favorite that relates to your area of professional interest, or a hobby. If you prefer to work with an example, consider this common analogy from education: “teaching is like gardening.” 2) Share your analogy with a partner or group. (If you have not yet done so, be sure to take a moment to introduce yourself, first!) What does your analogy convey about the topic? How is it useful? In what ways is it wrong? Another example: "The sky is to a bird as the river is to _____ " This activity should take about 10 minutes. for me teaching is like traveling. You know where you are going to and what you have to reach, at the end. That is the target. But the travel itself is important also, the process. Look at what you see on your way, be open for new experiences. Problems are also and always part of the travel. The teacher can help to solve them, the learner can solve them on their way. After a travel you look often different at the world, the same can be true of a course. And you have nice travels and sometimes disappointing travels, as you have with courses. - An analogy I once used when trying to explain code optimisation in HPC to people in a company with very little software experiance was a building site. The foundations being the data-structures, the offices being the user experience. The idea was to try and explain why we can't just look at the bottlenecks and fix them at the 'level' they are found, but why a full 'arcitectual' change (hence the building site analogy) is needed so we can build the right building to be efficient for its users. Without the right foundations in place, we will always be constraint by the avilable structual limits of the building and not be able to make it higher or bare more loads without it collapsing. - DNA is like wool yarn: you have to untangle it before using it. - A factory can be used as an explanation for cell and its parts, cell membrane is a fence protecting the factory, there is a production unit (protein synthesis), shipment of products (transport of molecules, Golgi apparatus, exosome, endosome), and also part to take care of the waste (lysosome). It has been used recently in the school camp to explain the cell biology to the kids in primary school. I was surprised how many details they could remember based on these analogies. -Interpreting astronomical observations is like translating from one language to another. - When explaining different chronotypes (i.e., one's preference for being active at a certain time of day), we often use terms "larks" for early/morning types and "owls" for late/evening types. It's a relatively simple analogy as we assume these birds are known to be active at those specific parts of day but the actual chronotype concept is more complex and represents a spectrum rather two distinctive categories. -The interaction of a drug and enzyme is a lock and key, The drug must bind perfectly to the active site of the enzyme. -Data life cycle: compare the different processing stages of a dataset to life stages, e.g. generating new data is birth. -using HPC is like using the library: sometimes you take out a loan before you know how much time you'll really need -A data network is like a postal system. You have information you want to send to a destination. To send it through the network, you put it in an envelope - in this case, additional characters before and after your message - with a "to" address and a "from" address. You hand it to a router, which only reads the "to" address" and knows which of its route options go toward that address. As it goes through the network, eventually it arrives at the node that recognizes the "to" address as its own, and that node looks past the address to get the information inside. - -Learning a new topic is like traveling in a new city: it's helpful to know the big things you want to see first, and you don't have to explore every street or alley along the way. But once you have a good idea of the overall layout, you can start to find things that are interesting and explore those in more detail. It's also much easier to navigate if you have a map or some landmark to use as a reference point. -Just as living organisms require heredity to maintain stability and continuity, and variation to adapt to new environments, culture also has its corresponding transmission and innovation. -A network visualisation can look like a cosmos, ever expanding, zooming out to see more and more of what is available in the network -Genomics is looking at the letters (nucleotides) that make up a word (gene), with those words making up a book (chromosome). lierature searching/focused search strategy I like baking a cake Analogies at Work: “Software Carpentry” https://carpentries.github.io/instructor-training/fig/mental_models.svg Image: Three collections of six circles. The first collection is labelled "Novice" and has only two arrows connecting some of the circles. The second collection, labelled "Competent Practitioner" has six connecting arrows. The third collection, labelled "Expert", is densly connected, with eight connecting arrows. Concept maps A mental model that a young child might develop after placing a ball in water: Image: Two words inside rectangles, with labeled arrows connecting them. "Ball" is at the left, with an arrow pointing to "Water", at right, labeled as "Pushes out." https://carpentries.github.io/instructor-training/fig/ballwater1a.svg A more complex mental model the child might construct after playing with balls of different sizes: Image: Four words inside rectangles, with labeled arrows connecting them. "Ball" is at the left, and "Water", at right. "Big Ball" and "Small Ball" are stacked vertically between them. Arrows from "Ball" are labeled "can be MORE" and can be "LESS", and arrows to "water" are labeled as "Pushes out MORE" and "Pushes out "LESS" https://carpentries.github.io/instructor-training/fig/ballwater2a.svg -- -- Exercise: Mapping a Mental Model -- -- 1) On a piece of paper, draw a simplified concept map of the same concept you discussed in the last activity, but this time without the analogy. What are 3-4 core concepts involved? How are those concepts related? (Note: if you would like to try out an online tool for this exercise, visit https://excalidraw.com .) 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. - Altough I only used 5 boxes, it helped highlight how complex the problem is and how it required specific knowledge of at least 'what are the right questions to ask' in order to complete. For my particular case, I'm not sure how useful it would be, but in other settings it certainly could be. I guess understanding abstractions within such models would to be the limiting factor. It can help break down subjects into topics which need detailed learning. -Possible challenge for novice learners: get lost in details -> to start with a topic it may be enough to keep the main concepts in mind -Difficulty is to tailor the mental model to the right audience: for novices, you may want to simplify it, but it still has to be valid. -Difficult exercise, it is challenging to simplify the knowledge into a simple concept (flowchart). -I started with something that was definitely too complex and scaled down. It was an iterative process. Definitely a useful exercise when building a lesson. It takes time, but it is necessary. -It is simple but difficult to convey or get through to the novice. -Difficult to think about the basic idea to move through. Need the foundational information and then expand. I think it is a useful exercise because it allows you to strip back what you know and think of it in simpler terms. I think a novice faces the challenge of not knowing how everything comes together, which might cause them to struggle to start. It's easy to get caught up in the different topics and how they fit together, rather than focusing on the actual concept at hand. It's helpful for preparing to teach a topic. A new learner would probably struggle with the process of listing out the different components of learning (my chosen topic). The analogy of the lock and key to the novice would be simple but it misses out lot of information of drug binding to a protein. It is difficult explain and for them to start. Chromosome > gene > DNA:: book > word > letter; Difficult, I struggled to imagine thie concepts that a novice might focus on while lacking all of the context that I have. i got stacked here although DAGs/models can make things clear With my example it did not work very well, but useful to start thinking in a concept map model to put your thoughts together *Misconceptions Our child might assume that ball weight and ball size can both be described by the mental model developed by playing with balls of different sizes. Image: A concept map similar to the previous one except with "Heavy Ball" and "Light Ball" in the middle, and a red "X" over the arrows labeled "Pushes out MORE" and "Pushes out LESS" https://carpentries.github.io/instructor-training/fig/ballwater3a.svg It may take a while to adjust, but eventually new understanding will coalesce: Image: A new concept map. "Ball" remains at left, and "Water", at right. "Size" and "Weight" are stacked vertically between them. Arrows from "Ball" share the label "Can have more or less." One arrow from "size to "water" is labeled "Affects pushing of" https://carpentries.github.io/instructor-training/fig/ballwater4a.svg The process of forcing abstract knowledge into a visual format can often reveal connections you may not have been aware of, or illuminate gaps. This can be especially useful when preparing to convey aspects of your mental model to someone else! Misconceptions: * Factual errors * Broken models * Fundamental beliefs -- -- Exercise: Anticipating Misconceptions -- -- Describe a misconception you have encountered as a teacher or as a learner. This exercise should take about 5 minutes. error: you can make mistakes models: people are not strictly novice, competent, expert, often combinations concerning belief: the teacher is the expert, but don't show it too clear. Ask questions yourself, be honest when you don't know, Lear yourself still. Learners like this. I am not a maths person. It is almost always related to the way of teaching and not identifying analogies that resonate and make the fundemental understading fun and interesting. - This is a fundamental belief that can probably be broken best through positive experiances and finding ways of making it fun and useful. I encountered this often while teaching both GCSE / A-level maths and undergraduate maths. If you struggle to wake up early then you're lazy, and you just need to go to bed earler to wake up early the next day. That's not true as there are two axes of sleep duration and sleep timing which are typically genetically predetermined and could be very difficult (sometimes harmful) to change. - in teaching social anthropolgy classes, I encountered numerous misconceptions people have about the world, especially the belief that own concepts are universal - while teaching programming course, students wrongly used equal sign for comparisons (simple error), issues with assignmet of a value to the variable which was missing, students tend to think that data which are read in, are simply available. -"A simple model (to interpret data) is always better". The model can be oversimplified and so it is not as good as one can think. - "Whenever I come into the makerspace, it is clean. Someone obviously takes care of that overnight. Or the room is self-cleaning. So I must not need to clean up when I am done." - When teaching a workshop on Data Management Plan Tools, I realized that the students thought about it as a data repository where you can also store your data. They connected these two mental models which actually do not belog together -As a teacher assuming the learner thinks like me, that they will have already tried the things I would have considered. -Depending on the instructor or learner, when studying intro R or python, copy-on-modify or copy-by-reference behavior may seem more intuitive Sometime While teaching genomics, I found learners trying to copy tables from spreadsheets to R studio - For a long time, I though that one of my quiet students was really struggling in class and didn't understand what was going on, but was too shy to say so. Turns out they were a very introverted, deep thinker, as I discovered on one of the early course projects. - I didn't try to do any art until I was about 18 because I was always told that I was a STEM person. Turns out I really enjoy it, and am not terrible at it (at least, for some forms of art). To assume I can plan the whole semester at the beginning and not have to change as the semester goes because each class varies, students are different and learn in different paces. Using Formative Assessment to Identify Misconceptions How can you prevent hidden misconceptions from interfering with learning? Seek them out with assessment! Formative vs Summative assessment -- -- 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. This exercise should take about 5 minutes. -- -- Exercise: Identify the Misconceptions -- -- Choose one of the wrong answers to the question below and write in the Etherpad what the misconception is associated with that wrong answer. Q: what is 27 + 15 ? a) 42 b) 32 c) 312 d) 33 This discussion should take about 5 minutes. 312 if you compute 2+1=3 and 7+5=12 and then just concatenate the answers 32 if you don't carry the 1 312 is 5+7=12 next to 2+1=3 - -33 is 27 + (1+5) - - 33: the learner added 5 and 7 to get 12, but added the carry digit (1) to the ones place instead of the tens place They are each examples of carrying out the additional digits in a wrong way, or not carying them at all. 33, they knew to carry the 1 but put it in the wrong column. Shows understanding but execution was wrong. The mistakes could have been due to carrying the digits. Formative assessments are most powerful when: 1) all learners are effectively assessed (not only the most vocal ones!) AND 2) an instructor responds promptly to the results of the assessment -- -- Exercise: Handling Outcomes -- -- Formative assessments allow us as instructors to adapt our instruction to our audience. What options do we have if a majority of the class chooses: * mostly one of the wrong answers? * mostly the right answer? * an even spread among options? Choose one of the above scenarios and compose a suggested response to it in the Etherpad. This discussion should take about 5 minutes. * The Importance of Going Slowly "If someone feels it is too slow, they will be a bit bored. If they feel it is too fast, they will never come back to programming." Meeting learners where they are Keypoints: * Our goal when teaching novices is to help them construct useful mental models. * Exploring our own mental models can help us prepare to convey them. * Constructing a useful mental model requires practice and corrective feedback. * Formative assessments provide practice for learners and feedback to learners and instructors. ------------------------------------------------------- *BREAK (15 min) Questions? Thoughts? Please do share them! :) - - - - Icebreaker question: I like snacking on biscuits, and have some favourites. A rich tea, Malted Milk or Bourbons are great. What's your favourite snack? -maoams 🙊 -Doritos and humous -m&m's :-) - Peaches Rooibos tea and salticracks ------------------------------------------------------- *Expertise and Instruction https://carpentries.github.io/instructor-training/04-expertise *Examining Your Expertise You may not think of yourself as an "expert" but many advantages -- and pitfalls -- may apply to you. *What Makes an Expert? -- -- 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? * * * * * * * This discussion should take about 5 minutes. Experts have more connections among pieces of knowledge. Image: Three collections of six circles. The first collection is labelled "Novice" and has only two arrows connecting some of the circles. The second collection, labelled "Competent Practitioner" has six connecting arrows. The third collection, labelled "Expert", is densly connected, with eight connecting arrows. https://carpentries.github.io/instructor-training/fig/mental_models.svg *Expertise and Teaching Mind The Gap -- -- Exercise: Awareness Gaps -- -- * Is there anything you are learning how to do right now? Can you identify something that you still need to think about, but your teacher can do without thinking about it? * Think about the area of expertise you identified for yourself earlier. What could a potential awareness gap be? This exercise should take about 5 minutes. -I try to learn something new now for which I have to look up in books everytime, have to write it down or have read it loud. I am sure the teacher doesn't have to do that, and can write it down him/herself from skretch an aweness gap can be that you understand basic concepts, but the learner not. -DevOps training - I have to think quite a bit about authentication and getting services to communicate while it seems second nature to the instructors. / When teaching algorithms for engineers, I often take it for granted that the students will be able to translate a 'simple' concept of summation into a loop or similar other mathematic operations to code. -I jump into explaining 3D printing and forget to address that there are different methods/materials that have different concerns. (I teach the most common method - printing with rolls of plastic "string" called filament, but there are also liquid /resin based printers, and powder, and other more exotic methods.) -When it comes to teaching package development, it's often hard to keep in mind that learners might not be familliar with the architecture of the package directory and how source files are loaded, compared to how they would typically interactively run their custom scripts. - Python/R - I still need to check the functions different libraries have, while the teacher immediately selects the needed function without looking it up. -Rebase in git. I still need to follow instructions not to mess up my repo. -machine learning, I need to remind myself of precision, recall, sensitivity, and specificity even though these concepts are critical in evaluating any models and essential for more interesting work. - Library jargon, we as librarians sometimes use words that our students maybe do not know while we teach. Such as Libguides. I usually try to rather use a full word (library guides/guides compiled by librarians :-)) than an abbreviated one, just in case a participant has not heard of it before... (very simplistic example...) - Education/social science research (what I'm learning) - I still need to think about what's a reasonable scope for a question, what methods are good for answering that question, potential pitfalls, etc. - Web PKI (my expertise) - there's a lot of parts from different domains (cryptography, networking, systems, business, human-computer interaction) that all fit together to deliver the end result, and most aren't aware of which pieces contributes to what part of the end result. - R packaging (unit tests, tesiting of input values) - Use of correct packages for analysing SNPs (genomic data). I still need to acquire knowledge of different packages for this analysis. - Learning to play an instrument: As a (hobby) musician, I know how to play the tunes by looking at the music sheet but novice leaners have to connect the notes with the way you play them on the instrument - I'm training to become crew for the Royal National Lifeboat Institution. Trained crew can setup a tow or mooring without thinking about it. For me, I still need to consider my initial steps and then how that proceeds. For an Awareness Gap, I was helping a colleague with their scripts that were not working. I examined their paths and thought "Is that right?". My gap was to assume they would get it right, because of course they would know the difference between pointing to root or their current working directory. familiarising myself about genomic databases and repositories to assist clients Switching Language -- -- Exercise: What do you use interchangeably? -- -- In the Etherpad, share an example of words or notation that you sometimes use to accomplish or refer to the same thing. If possible, try to think of an example that might occur in a Carpentries workshop. Building awareness of how you can represent the same concept in multiple different ways will help you avoid doing so without explanation while teaching. This exercise should take about 5 minutes. <- and == What Problem? Experts sometimes solve problems before even stopping to recognize that they have encountered one. -- -- Exercise: Diagnosis -- -- What is an error message that you encounter frequently in your work? (These are often syntax errors.) Take a few minutes to plan out how you would explain that error message to your learners. Write the error and your explanation in the Etherpad. * I often mispell function names and I often make the same mistakes so I am fast at correcting, but if I am showing the code to somebody, I should show how to get the list of functions and choose the appropriate one from the list. * Segmentation fault (mostly in C++ without much information, sends me straight to GDB). I would not be able to explain the error itself, but rather based on the context come up with a range of potential problems that could lead to a segmentation fault and how I would start to diagnose them from the more likely (overflow in an array) to the more out there (archtechture specific representation of a float that leads to some strange memory leak...). * In the Datamanagementplan Tool we use, I often get the error message ".. is not existing and can't be imported with this file" when importing a XML file. I know that I probably missed to add one of the additional files and have a look at them. * Often missing a letter, comma, missing something. Try to look again as advise (people often think the machine makes the fault, which is rarely the case). Make clear that programming is always also making mistakes. * sometimes I make mistake in combining values using c(). To make learners understand: o make a list of items, you need to put them in a container c(), just like putting groceries in a bag. * Calling a function when the package hasn't been loaded * In MS Power Bi you get the message "Can't determine the relationship between the fields" while building a visualisation. This will be explained that you have to be careful where you put which field (y and x axis) or that you have combined different elements from different data sets * Typos * "python3: can't open file 'path/to/file': [Errno 2] No such file or directory" Seeing an error like this would tell me that I have not directed python to the script correctly. This may be because I have given it the incorrect path to the script or I have a spelling mistake. I would therefore carefully check the path I have typed and look for errors. * permissions errors: maybe accessing a dataset for intro R programming fails. My first questions will then be 1) is the path correct? 2) do I have permissions? It might be better or necessary to introduce concepts of the shell before basic r programming. * often still make markdown mistakes * Python: name 'foo' is not defined * This literally means "you've asked me to use a variable called foo but I don't know what that is" * Many possible causes: did you spell the name correctly? did you assign it a value before in the code? is it defined in a place where the current code can find it? * R: "Error: unable to find an inherited method for function ‘select’ for signature ‘x = "spec_tbl_df"’" collision of libraries. The same fucntion "select" was loaded by an additional package and overwrite the original one. a student would email and ay that they get an error mesage on a certain database. I wiuld then ask which browser they are using, whether they have logged in. Certain browers are not working for ceratin databases or they need to clean their cache This discussion should take about 5 minutes. (Optionally, this may be discussed in group breakouts, adding 5 minutes.) *“Just” and Other Dismissive Language -- -- Exercise: Changing Your Language -- -- 1) What other words or phrases, besides “just”, can have the same effect of dismissing the experience of finding a subject difficult or unclear? 2) Propose an alternate phrasing for one of the suggestions above. Write your examples and alternatives in the Etherpad. * Basically, easy, simple, trivial, "you probably already know", ... * Maths lecturers love completing a proof with "and the rest is trivial"... We often use things like "with some additional arithmetics you can reach...". * "As I said before" * as you know, as everyone knows, of course * "simply" - most of the time, leaving this out will keep the meaning unchanged * this and that is "of course", normally...., as I just said... * Sometimes I diminish existing tools rather than uplifting better ones: If I were guiding someone through dependency hell I might put down conda rather than clearly explaining the benefits and limitations of the tool or suggesting mamba etc. * "why don't you instead..." (can come off as you're giving up on trying to teach something to someone) - directly ask the question "what happens if you try..." or see if you can debug in more detail * "basically" - alternative word could be "tackle", "move onto", "this means X" (over basically) * "actually"; "and so" * "an exercise for the reader" (usually means that they know how to do it, but can't be bothered to explain it) - helps to explicitly connect to existing "you can use a similar line of reasoning as X to do Y" "Obviously, ..." I use "actually" a lot and it is very irritating... should This exercise should take about 5 minutes. "Any Questions?" *You Are Not Your Learners * Primary goals * Concerns about time investment The Carpentries Is Not Computer Science *Expert Advantages *The Importance of Practice (Again) Keypoints: * Experts face challenges when teaching novices due to expert awareness gaps. * Things that seem easy to us are often not experienced that way by our learners. * With practice, we can develop skills to overcome our expert awareness gaps. ------------------------------------------------------- *Memory and Cognitive Load https://carpentries.github.io/instructor-training/05-memory Questions: * What is cognitive load and how does it affect learning? * How can we design instruction to work with, rather than against, memory constraints? Objectives: * Remember the quantitative limit of human memory. * Distinguish desirable from undesirable cognitive load. * Evaluate cognitive load associated with a learning task. *Types of Memory * short-term vs long-term memory * 7±2 -- -- 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. * * If you are unable to use this activity, ask your Trainer to implement the analog or adapted version of this test. This exercise should take about 5 minutes. Most people will have found they only remember 5-7 words. Those who remember less may be experiencing distraction, fatigue, or (as we will learn shortly) “cognitive overload.” Those who remember more are almost invariably deploying a memory management strategy. *Strategies For Memory Management Chunking Image: A list of words: cat, apple, ball, tree, square, head, house, door, box, car, king, hammer, milk, fish, book, tape, arrow, flower, key, shoe. Underneath, the same words are organized into boxes with related terms e.g. cat fish milk ball and apple flower tree" https://carpentries.github.io/instructor-training/fig/chunking.svg -- -- Exercise: Improving Short-term Memory with Chunking -- -- Repeat the memory exercise you did earlier, but this time, try to form short stories or phrases, or a visual image, from the words you see. Write the number of words you remembered in the Etherpad. How does this compare with your first attempt? * * Still cannot get more than 6-7 :( * It's a lot easier to group the words as shown (got nearly all of them this time), though it takes a lot of mental effort to come up with the story first * * This exercise should take about 5 minutes. *Using Formative Assessment to Support Memory Consolidation Frequency of assessment Group Work Opportunities for Reflection Limit Concepts *Attention is a Limited Resource: Cognitive Load 3 types: * Things they have to think about in order to perform a task (“intrinsic”). * Mental effort required to connect the task to new and old information (“germane”). * Distractions and other mental effort not directly related to performing or learning from the task (“extraneous”). Is Guided Practice "Hand Holding"? -- -- Exercise: Mapping Cognitive Load -- -- Look in the curriculum that you chose to prepare for this workshop and focus on one step or task that learners will be asked to complete. * What concepts will learners need to understand and hold in short-term memory in order to complete this task? * Draw a concept map connecting these concepts. What relationships do learners need to understand to connect them? * How many of these concepts and relationships have been introduced since the previous step or exercise? With a partner or in small groups, discuss what you have found. Are your learners at risk of cognitive overload at this point in your workshop? Why or why not? This exercise should take about 15 minutes. *Attention Management in Your Workshop Using Formative Assessments for Memory Management There are many different types of exercises that can focus attention narrowly and help to avoid cognitive overload. Carefully targeted multiple choice questions can play this role. A few more that you may wish to consider are: * Faded examples: worked examples with targeted details “faded” out – essentially fill-in-the-blank programming blocks * Parson’s Problems: out-of-order code selection & sorting challenges * Labelling diagrams or flow charts (may also be organized as a fill-in-the-blank) What to Display Keypoints: * Most adults can store only a few items in short-term memory for a few seconds before they lose them again. * Things seen together are remembered (or mis-remembered) in chunks. * Cognitive load should be managed through guided practice to facilitate learning and prevent overload. * Formative assessments can help to consolidate learning in long-term memory. ------------------------------------------------------- How did you find the pace of the first day? Please add an 'x' next to the option that fits best! 1. Too slow: 2. Just right: XXXXxXXXXXXXx 3. Too fast: How did you find the amount of material covered in the first day? 1. Too much 2. Just right X XXXxXXXXXXXx 3. Too little Please share any other feedback you would like to give us below: -I am happy I took the 4 day course as another 4 hours would have been a bit much I believe, but was just about okay for a 4 hour session. + -Yes, I am also glad I opted for the 4 half days - it is then not too much to digest on one day! - I am also happy that I decided to do it over 4 half days. - I agree with the points above and I must admit that I was reaching my limits in terms of attention span by the end ot the day. For the rest, I really enjoyed the setup of the course. + -It was fun and chill. I really enjoyed it! -Robert was great at keeping a good steady pace, but not too intense. Talking about cognitive load, perhaps the session could benefit from a little more engagement actions for the learners, especially towards the end. - it was quite packed with information, but with the episodes being online as well, it was good to keep track and I enjoyed the practice parts on the etherpad See you all tomorrow! :) ------------------------------------------------------- *END HALF DAY / LUNCH (1 hour) ------------------------------------------------------- *Building Skill With Feedback https://carpentries.github.io/instructor-training/06-feedback Questions: How can I get feedback from learners? How can I use this feedback to improve my teaching? Objectives: Describe three feedback mechanisms used in Carpentries workshops. Give feedback to your instructors. Surveys For links to our surveys see: https://carpentries.github.io/instructor-training/06-feedback#surveys The survey links above are only for you to preview the survey as part of Instructor Training. When you are teaching a workshop, make sure to share the links generated on your workshop website. Doing so will ensure that you will receive all the survey results from your workshop participants. Image: Screenshot of a workshop website showing location of customized survey links https://carpentries.github.io/instructor-training/fig/surveyscreenshot3.svg Timing matters *Minute Cards Example positive prompts: * One thing you liked about this section of the workshop * The most important thing you learned today * A new skill, command, or technique you are most excited about using Example constructive prompts: * One thing you did not like or would change about this section of the workshop * One thing that is confusing / you would like clarification on. * One question you have Be Explicit About Using Feedback *One-Up, One-Down -- -- Exercise: Give Us Feedback -- -- Write one thing you learned this morning that you found useful on one of your sticky notes, and one question you have about the material on the other. Do not put your name on the notes: this is meant to be anonymous feedback. Add your notes to the pile by the door as you leave for lunch. Key Points * Give your learners time to fill out the post-workshop survey at the end of your workshop. * Take the time to respond to your learners’ feedback. ------------------------------------------------------- *Motivation and Demotivation https://carpentries.github.io/instructor-training/08-motivation Questions: * Why is motivation important? * How can we create a motivating environment for learners? Objectives: * Identify authentic tasks and explain why teaching using them is important. * Develop strategies to avoid demotivating learners. * Distinguish praise based on the type of mindset it promotes. *Motivation Matters * Any technique can fall flat when learners are not motivated * In a short workshop, motivation to continue learning independently is a critical outcome *How Can Content Influence Motivation? * Believing that something will be too hard to learn often becomes a self-fulfilling prophecy. Image: A stylized graph with y-axis labeled "usefulness once mastered" and and x-axis labeled "mean time to master". The upper left quadrant says "teach this first" and the lower right quadrant says "do not bother". https://carpentries.github.io/instructor-training/fig/what-to-teach.png -- -- Exercise: Authentic Tasks: Think, Pair, Share -- -- 1) 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. 2) Pair up with your neighbor and decide where this exercise fits on a graph of “short/long time to master” and “low/high usefulness”. 3) 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. - Displaying a violin plot/box plot in R - High usefulnesss - can make it short time to master sticking to basics; styling or theming the plot takes longer to master and is less immediately useful. - Forking a repo - moderate usefulness, moderate time to master (actually doing it while guided doesn't take too long, as it's a few steps and few commands, but remembering permissions, etc. can be tricky on your own if you're new to it) - Bulk download: it depends on the type of class. If the focus of the class is to teach data analysis, I would probably not teach how to bulk download the data. If the class is specifically on the power of an archive, this would be a very important skill to teach. - Forking a git repo: I think the concept of Git in general needs some time to master, but the steps to fork a repository can be followed more easily - but it is a very useful concept - We have discussed the task of combining columns in OpenRefine. This would fit in o on the left hand on the graph , on the other hand teaching drectly the possibility of scripting (by using GREL) to achieve the same thing as in the interface might demotivate the novice users - We discussed about this exercise: https://swcarpentry.github.io/r-novice-gapminder/12-dplyr.html#using-filter, combining filter() and select() with pipes in R. We identified pitfalls, as students would not necessarily be familiar with either the pipe or the dplyr verbs, so breaking it down in more elementary exercises coudld help. - we discussed filter and select to combine in one command in pipeform Using R. the combination of both are defined, which is new for students. You have to introduce this We discussed using type hints in python. Useful, but big advantage only in certain development environments. Probably in the middle of the graph. We discussed about generating plots from data analysis using R. Changing colours and attributes shows the reward of their effort, boosting their motivation. I've been automating things a lot for things I regularly need to do e.g. annotate bacterial genomes. I'd teach automation in this way as it can be beneficial for many tasks. This would fit high on the y-axis, low on the x-axis. *How Can You Affect Motivation? -- -- 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 * A motivating teacher is someone who can combinesc domain expertise and the knowledge/development of the learners * On a numerical linear algebra course, the lecturer started of by telling a story of how what we were about to go thrugh (pre-conditioners) helped him solve a very large climate model that was being worked on for many years without much progress due to the computational costs. Being able to see the bigger picture and a specific example of the impact the difficult topic we were going to get into really helped with paying attension as it was clear the uses of it can be extreamly powerful. * O * I think examples are very motivating that show how you can use the new skills in your daily life, e.g. showing how a python script can be used to automate file naming * I once had an amazing statistics teacher who started explaining a probability theory by introducing a three-door problem. It turned out the results were so counter-intuitive and his following explanation of the problem and the solution was so logical and clear then it evaporated my fear of statistics. * A teacher once was very good at explaining how they were at the same level as the trainees, but now moved on to being able to teach to new trainees. * I think the results are the most motivational feedbacks, making us to continue trying. * A teacher that shows excitement for the topic, reaches out to those who need a little etxra time or a different example to better grasp a concept * Starting from an easy task or with a description of a simplified problem which needs to be solved, ideally linked to the experience/work of students, essentially start the course with a good "motivation" :) * A motivating teacher will allow participation and not only do the talking himself/herself. This gives the learners a chance to learn "actively" - if that makes sense... * I had a workshop taught by people who were absolute experts in their field, where they acknowledged that doing research in the field was hard, and helped us get around common misconceptions (e.g., need to really understand the theory to make good contributions). * A teacher not losing faith or getting frustrated if it takes me a while to understand or complete a task. * I had a professor in university who was very passionate about their area of research and this passion translated into the classroom which was really motivating to get to know more about it – so the motivating factor was more the way of communicating than the actual content of what is communicated Helping out when lacking behind during the workshop A trainer who makes sure that a concept/secion is understood before moving on to the next Demotivating experiences * Not giving any introduction to the problem, directly diving into complicated stuff * When filling out the evaluation form of a university course the professor said, "well after the evaluation is finished I'll get an email with the results and you know what I'm gonna do, I'll delete this email since I know very well when I held a good lecture or not" * a demotivating teacher is someone who only is interested in own knowledge ( * An instructor/presenter who seems more interested in a social clique than including all students * no enthusiasm, seemingly bored by own teaching * A professor had to use the slides of another lecturer and didn't know how to explain certain things on those slides (instead of preparing her own examples) and how to answer our questions, so it made it seem like the professor didn't know the subject at all. * Not giving time to catch up * when the trainer/instructor assumes that everyone is on the same knowledge level. trainer ignoring questions * Just telling theoretical stuff, without connectiing it to exercises * Expecting perfection and immediate understanding. No explanation of real life applications * An instructor/professor that feels pleasure in failing students... I've seen this happening unfortunately. * Using jargon that the learners doesn't understand * I once had a professor who used different notation (e.g., different variables) from the book, leaving it to us to figure out what was what. * A lecturer once got so upset with a student in the first year for not being able to follow what for them seemed trivial that their response was 'you should drop out as you and not cut out for this'. Even though I was not involved, it made the whole course harder to get into as the relationship with the lecturer was sour. moving fast to wrap up in a given time of the workshop without clearing the concepts. Invite Participation * Establishing norms for interaction * Encouraging learners to learn from each other * Acknowledging when learners are confused Encourage a Growth Mindset * Positive error framing -- -- 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. * I would say they made a mistake And ask if they see it. Is it wrong and what is wrong? When they see the mistake I would ask them: do you understand what is the fault? If they don't see it I would tell them that typos are often the reason for bugs. can you overlook what you wrote and do you see the mistake. Most often they see it somewhere in the line Otherwise I would show them, in the end. * Rubber Duck Debugging: I would ask the learner "what command did you intend to use and what for?" - they reply `ls`, to list files in the directory XXX , - I'd say "so what would the syntax be for that?", they'd reply "ls, then the name of the directory", -I'd ask them "and what did you type?", and they would (hopefully naturally) find their own mistake. And then I'd finish by saying that this is a classical mistake, clarify the error message, and move on. * If it is something fundamental, I would probably pull up the teaching material and go over it again with them, then look again together at the task and see if they can correct the mistake themselves. * I'd start by asking them to talk me through their thought process for the exercise, asking extra questions as needed. If I see a place where it might help to rethink a part of their thought process, I'll try to point that out by asking a question. Trying to tie it back to the main lesson objectives/skills is especially helpful, but that's not always possible. * "Oh, it looks like you might have missed a space there. That's very common and easy to do - I can't remember how many times it happened to me. Syntax errors are the easiest to make, whenever it happens try and take a step back and read each command separetly and with practice you'll find they occure less often". * I would say that she did really well, the error made is common, so I'd walk her through the process again, but let her do all the typing * i would say let' look at the step you followed and then together we will discover that a step was missed namely putting in a space. * I would explain the command syntax (spaces beween command and arguments etc.) again and then ask the learner to identify the parts of the command so that they can solve the error themselves. * * I would ask them to have a look again to maybe try to find the mistake by themselves and if not, then guide them again through the steps * Is it a good way, to try to motivate the student to find the solution by him/herself, trying to reexplain some parts only instead of directly pointing to the error? * A learner exported the incorrect file format for their 3D model. I would respond: That happens pretty regularly, even for people who have been using this program for a while. Here is why - the export screen has options in a drop-down menu, and the default is not the format that we typically use. Every time I go to download my model, I double check this drop-down and select the .STL format. * Making errors is actually really a good way of learning, I would encourage the student to read the error message and try to understand what they say so next time they would know how to fix it by themselves. * I can see that you know you should use ‘ls’ to look at the directory, that’s great! But you forgot to put a space between ‘ls’ and the name of the directory. See, now you have succeeded in looking at the directory. * Keeping the learner motivated by saying "great effort!". There is a small detail we need to fix. In shell command, there is a space that separates the command itself, like ls, from the target, which is the directory name. Would you like to give it another go? * I had a learner pointing to "root" rather than their working directory e.g. /path/to/file, rather than ./path/to/file. I'd remind them of the difference between "/" and "./" and explain that mistakes in paths is one of the most common (and one I frequently make), which is why we try to check paths for typos when troubleshooting, first since it is so common. * Presenting the Instructor as a Learner * "The typos are the pedagogy" * Praising effort or improvement, not performance or ability -- -- 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! Effort.++++ ++++++performance * You’re getting to be really good at that. See how it pays to keep at it? Effort+++ improvement++++ ++ * Wow, you did that perfectly without any help. Have you thought about taking more computing classes? Performance +++++ ++++improvmet * That was a hard problem. You didn’t get the right answer, but look at what you learned trying to solve it!Effort+++++,+ improvement++++++ * Look at that - you’re a natural! performance+ +++++ +++++ This exercise should take about 5 minutes. * Leveraging the power of "yet" *First, Do No Harm! Things not to do in a workshop: * Talk contemptuously or with scorn about any tool or practice, or the people who use them. * Dive into complex or detailed technical discussion with the one or two people in the audience who clearly don’t actually need to be there. * Pretend to know more than you do. * Use the J word (“just”) or other demotivating words we talked about in a previous lesson. * Take over the learner’s keyboard. * Express surprise at unawareness. Not Just Learners * Why does your motivation matter? -- -- 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. This exercise should take about 5 minutes. I loved being a reseacher myself, but also find it no longer fits my situation, so now my new goal is to support researchers in their endeavors and let them profit from experience and knowledge. I want to teach them skills that improve their research and contribute to best practice I studied education, worked in education, last 15 years worked in research and want to share my experiences (especially on open source and reproducibility) with others who can use this for their work Personally, the idea of creating and sharing knowledge is the thing that gives me the biggest kick. Being able to teach something effectively is the ultimate affirmation that you actually know something about it. because teaching requires additional level of knowlege, it motivates me to understand the topic in detail, i like to pass my knowlegde further I want to empower people to solve problems, to maximize their ability to contribute to the team, and to grow their ability to do the things they want to do. Teaching is a way for me to train people and empower them, to contribute to a collaborative and sharing community in my field. It also helps my think outside of the box about my daily ways of doing things. And it's super enjoyable as well, and I always have a good time and find myself super-invested. I really enjoy breaking down topics to their components and explaining them to people, and I like thinking in terms of framework. But for me, being there when the student hits that "a-ha!" moment, even if I didn't contribute to that moment, is what motivates me. Skills transfer is important at my institution and it is great to see how others grow It is good to empower people to be able to help themselves. The satisfaction and gratefulness from the learners are priceless. It's a give and take, when teaching you are able to give something to your community of fellow researchers/librarians etc. but also the learners are somehow giving something back, because they want to learn, they put in effort and they maybe even inspire you. I think of it as an inherent social activity which also gives some sense of community To share skills and also my enthusiam towards topics with other people Seeing young folks succeed is the best motivation for me. I would like to help them get the tools they need to succeed. Sharing knowledge helps me in acquiring more and indepth understand and I learn from the learners as well. Teaching the young minds has boosted my confidence and my own field of research and work. Sharing the knowledge and seeing students getting excited about learning is what motivates me, I think. Teaching is a learning process, and I just started, I think I have a lot to learn but my idea is that we both learn, instructors and students. I feel the need to further a data-literate approach to biomedical research. I hope that new students feel empowered even without prior experience with programming. I'm motivated to teach because I enjoy helping others to learn new things and techniques. It gives me immense joy when I see someone figure something out and have "all the pieces fall into place". When they become aware of a new area or skill It makes me excited to see other people being interested in learning something new and I want to share knowledge with them. Keypoints: * A positive learning environment helps people concentrate on learning. * People learn best when they see the utility in what they're learning and believe it can be accomplished with reasonable effort. * Encouraging participation and embracing errors helps learners to stay motivated. ------------------------------------------------------- *Equity, Inclusion, and Accessibility https://carpentries.github.io/instructor-training/09-eia Questions: * Why are equity, inclusion, and accessibility important? * What can I do enhance equity, inclusion, and accessibility in my workshop? Objectives: * Identify instructional strategies that are consistent with universal design. * Recognize systemic factors that can distract and demotivate learners. * Understand the role of The Carpentries Code of Conduct in maintaining an explicitly inclusive environment. *A Positive Environment for All Definitions * Equity: The proportional distribution of desirable outcomes across groups. Sometimes confused with equality, equity refers to outcomes while equality connotes equal treatment. * Inclusion: Actively engaging traditionally excluded individuals and/or groups in processes, activities and decisions in a way that shares power. Inclusion promotes broad engagement, shared participation, and advances authentic sense of belonging through safe, positive, and nurturing environments. * Accessibility: Refers to the intentional design or redesign of technology, policies, products, and services (to name a few) that increase one’s ability to use, access, and obtain the respective item. Each person is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services in an equally effective and equally integrated manner, with substantially equivalent ease of use. The Carpentries Core Values -- -- 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? This exercise should take about 5 minutes. I think they are all important, but being able to always learn would be my main core value. If we are able to see that and open to learn we will always improve and be able to help the students. The one that resonates the most with me is "Empower one another". More group activities instead of individual excercises. For me, it's "Act Openly". A workshop that actively considers this value might incorporate activities near the start that capture participants' needs and concerns for the upcoming workshop, and then be clear about how the workshop will or won't align with those. For those that don't, we could have some resources on hand to point people to. (As an example, this workshop started off with a statement that we weren't covering the technical content of Software/Data/Library Carpentry, but came with some links to those materials.) For me, all of them are important, but empowering one onother and access for all resonates the most with me, I believe in knwolegde should be open to all indivusiuals. I agree with "Act openly", being honest, etc. This type of attitude brings the best results in learners. They are "with you" and not only attending a class where someone demonstrates tools but not "bringing in" the audience. "Value All Contributions" is probably the one which I would not take for granted teaching a carpentry. I would definetly not think about activley suggesting to students to contribute directly with their ideas to the community without being aware of this core value. I choose "Empower one another" as I think it is important that everyone can reach their potential. In a workshop, I would offer different exercises on different levels of difficulty so that everyone finds the exercise that fits their skill set best empower one another is one of the core values, as I told you. Of course you can and should ask question And we help each other to solve. When you busy with an exercise you can ask the helpers to solve, or you can ask your neighbour. That is the way we empower one another. Strength through Diversity - In a workshop, I might adapt my examples to reflect the specific data/code that the learners are working with or that they suggest. I also generally am sensitive to activities that work for introverted learners. Empower one another is the one resonating most with me. Value all Contributions: everybody's knowledge, experience, skills, disciplinary and cultural backgound are meaningful and enrich the learning process for learners in a class Access for All: Adding alt text for images, if given at a physical location, consider access to the place and consider not everyone would have access to a laptop, so ensure these are provided. Ensure when I speak, I face forward and don't cover my mouth. Speak clearly and slowly. I choose Empower one another as well as always learning. These two go sohand in hand because Ias I transfer my knowledge and experiences both instructor and learner are always learning in th process. Both are receptive and curious to give and recive knowledge Empower One Another: Anyone might go on to support a sustainable community as they move from novice to expert. It's important to enable learners to collaborate and contribute early on. *Accessibility -- -- 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. Some universities, especially in non-Western countries, have difficulties accessing articles published in non-open-access journals, when they don't have subscriptions for those journals/publishers. Thus, during writing or meta-analysis courses, it can be really challenging for students from those universities to effectively participate. We started to offer our LIbrary's training in hybrid format this year. While teaching a class my 'backup' person did not notice that my microphone did not work - only after 15 minutes! So the poor class attending online could not hear me. And some of the professors got quite upset. We did a recording of that section and sent to them afterwards, because we could not repeat 15 minutes of the class. The backup person should have been there all the time, monitoring everything consistently, otherwise these type of mishaps can easily happen! We had an in person training session scheduled. On the day of the training we noticed the overhead projector was not working but worked the previous day. We could not get any other venue and onlie was not an option on that day. So we had to reschedule. We could send out the presentation but an actual session had to be rescheduled be it online or in person. An e-session or alternative venue should be organised. I went to an in person workshop and the venue was too small, oversubscription of participants and the venua was not accommodating person in wheelchair. At my university, some lectures are recorded so that you can watch them remotely (during the lecture period or afterwards as the recording is saved). This is nice, because you can arrange your schedule more freely, but sometimes the recording does not work and you simply miss the lecture. I experience difficulties to participate in courses or lectures that are offered at later hours, because I am bound to the opening hours of the children's school and day care center. I then hope that either these events could be scheduled more family friendly or at least provide for childcare during off-peak times It happened during the last R workshop we held at the University, some students didn't have the minimum system required settings running on their laptops which made it very difficult to help them to move forward. It was during our departmental trainining program for undergrad students. One of the learner reported her laptop configuration was too low to learn the software. I had some experiences with beamers and laptop problems in trainings. When the training is not too technical you can present it on another way. You have to find your way and be creative, but it is good for the mood and motivation. I was joining a collaboration meeting remotely (pre-pandemic) because I could not physically travel to the place, but they did not have a nice remote connection in place. They were using somebody's laptop placed on one of the desks. I could not hear much and I could barely see the slides. I often see slides with hard-to-read color contrast or small font, which can often make it very hard for me to follow what's going on. I think for a lot of these a specific checklist or runthrough would help to find the worst cases of this. I've left presentations because of this, since I'm not able to follow and/or participate in some cases. Someone I know is very sensative to loud noises - for instance the feedback I caused this morning could really cause them discomfort for a very long time and making it impossible for them to focus or function at their standard level. With hybrid and remote, they have really struggled with noises from input sources and change in volume between participants. I was never aware of this until I talked to them. Work events/seminars being held late in the afternoon/evening or having no online option for meetings. I have young children and often can't attend things if they start at 16:00 (I'm at home this week because I couldn't stay at work beyond 16:00 for this!). This makes it hard for me to take part in important seminars or meetings and I feel I am not part of the work community at times. Not having online options for meetings can also make it hard, if I do need to stay home because a child is sick etc. Late seminars prevent potential participants to join because of family constraints. From Accomodation to Universal Design Image: Cartoon showing strollers, suitcases, bicycles, carts, and wheelchairs using curb cuts https://carpentries.github.io/instructor-training/fig/sketchplanations-the-curb-cut-effect.png Universal Design in Learning (UDL) The key to UDL is creating redundancies such that learners have multiple options in how they: 1) receive 2) engage, and 3) share information. -- -- 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. In the hybrid era with more remote participation, allowing for a mixture of way to engage, such as text and voice, provides more accesability to participants that are more self-aware and find it hard to speak up. Futher, providing ample time for reponses to allow for technical difficulties, or fallback to voice description instead of sharing visual content, or to allow for participation with slower or patchy connections. In these exercises for example, we can write but also expand in words on what our experience was. I think these are two ways of engaging and sharing information. The engagement process is quite NB for me during workshops. There are many tools to keep all engaged from polls to scratch pads etc (ethernets :-)) Not everybody is comfortable with speaking in front of an audience, so this type of engagement via other means are important. I've seen some materials where the content is available in written form with each section on a separate page, written with everything on one page, and a video (sometimes also with a transcript). I find that this helps learners select a style of receiving and engaging with information that is most helpful to them. make software available , venues should be transformed; ramps and steps ; dimming/adjusting lights in training venue We can offer multiple ways of receiving the information, such as via images or words or spoken. Offering the chance to ask questions or voice opinions freely, using feedback and doing group work or encouraging chatting with neighbours. Carrying out exercises allows for the demonstration of the skills that are learnt and asking learners for examples of X, demonstrates they understand the material. for me the engagement part relates to motivation part we talked about earlier. Every Little Bit Counts Accessibility Testing *Systemic Exclusion Stereotypes * may be explicit (conscious and deliberate) or implicit (unconscious and automatic) * guide what we notice about people * guide how we interpret people’s behaviors * can facilitate quick judgements in appropriate situations (e.g. stopping a child from driving a car) * can lead to systematically negative attitudes and behaviors towards members of certain groups When Instructors have stereotypes about learners When learners experience stereotypes about themselves What can we do about our own stereotypes? Better Together: Learning with Friends *Equity versus Equality *Inclusive Practices in a Carpentries Workshop Setting Expectations with the Code of Conduct Listening with Assessment and Feedback Examining your Actions *Looking for More? Want to Contribute? The Carpentries is actively working on improving our content and practices with respect to equity, inclusion, and accessibility. If you are interested in being involved in the development of this content, please let us know! 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. Keypoints: * Inclusivity is a key attribute of a positive learning environment. * Universal design benefits everyone. ------------------------------------------------------- *BREAK (15 min) ------------------------------------------------------- *Teaching is a Skill https://carpentries.github.io/instructor-training/11-practice-teaching Questions: * How can I improve my teaching? Objectives: * Use peer-to-peer lesson practice to transform your instruction. * Give thoughtful and useful feedback. * Incorporate feedback into your teaching practices. *Lesson Study: Applying a Growth Mindset to Teaching Jugyokenkyu or "lesson study": the power of classroom observation Reading It Is Not Enough Feedback Is Hard Image: A three panel comic. In the first panel, a smiling figure is surrounded by speech bubbles with mostly positive feedback. In the second panel, the figure is eating dinner. All of the previous speech bubbles appear faded out, except the one negative bubble. The third panel shows the figure in bed, with an unhappy face, with the one piece of negative feedback lingering after all others have faded. https://carpentries.github.io/instructor-training/fig/deathbulge-jerk.jpg * Initiate feedback * Be specific * Balance positive and negative feedback * Provide a clear next step * Communicate expectations * Remember that giving feedback is a skill * Use a feedback translator Lunar Babboon comic: https://web.archive.org/web/20210513225525/http://www.lunarbaboon.com/comics/feedback.html -- -- 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 * Live coding, teaching a useful skill e.g. making functions++ * From what I managed to follow, the example itself was appropriate and could be explained to the audience.+ * * - Presentation * Due to the font size on the projector screen, it is difficult to see what the instructor is talking about. * Honest about mistakes, correcting it immediately +++++ * rude from the start, "really very simple" (so if you don't get it, your stupid) turned his back to the learners, talked to hectical and not eloquent, checks his phone, monologue * Attempts to do live-coding * It was bad enough that it made it difficult to see positives. * not really visible to everybody,assumes they can all see on the screen Growth opportunities - Content * It seems the examples were not always correct and had to redo * font too small, there is no structure in the lecture * Not well structured * Explain steps e.g. made an error but didn't explain how to fix, didn't seem to have a clear plan for the lesson. * No idea how it would be possible teaching functors to an audience that might have never even seen a function! Might need to be split up into smaller chuncks? - Presentation * Teacher could zoom in on the screen and type/talk slower + * Hard to see and hear, but far too quick, busy with himself more than with the process, didn't stop telephone * They could increase font size * Not use "just" or say "this is simple" * Person not visible, better lighting in room++ * Stop "of course", "just", "very simple", "don't worry if you don't understand...".... ++ * The presenter checked his phone during the presentation+ * Checking phone during presentation -- -- Exercise: 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: * Split into groups of three. * 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. * 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). * 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. * Rotate roles and repeat steps 3 & 4 * 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: * Split into groups of three. * 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!). * 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). * 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. * 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. * 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. -- -- Exercise: 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. I received reasonable and fair feedback and it was good to receive this outside impression. It also felt very welcoming and non-judgemental. One thing I will change is to be more precise with word choices or to define specific terminology, respectively; so not taking for granted that the people have prior knowledge/being aware of the awareness gap Eveything seemed reasonable to me. I think an important thing for me to add would be to include in the introduction "Why" the learners would use the things in this lesson instead of just "what" the lesson would be. I would organize the time better next time. I received very reasonable feedback and I agree with it. Next time, I willl structure my talk better, so that the learners get a better overview. It was feasible and fair comments: thanks. Next time I will show material meanwhile presentation. The feedback was reasonable. I will maybe make more effort in clarifying the content for novices. We should maybe also share the screen next time in order to do a presentation as it would be in class... Time-keeping was very good in our group V. fair and reasonable, and similar comments from everyone in my group, so the message is pretty clear! In the future, I'll emphasize more on why what we are going to learn can be of use. The feedback was reasonable, fair, constructive (specific). Everyone's feedback was kind and thoughtful. I'll be using suggestions like not overloading the introduction with too many details that will come later in the lesson. Feedback offered specific things I can improve which I did not identify myself at first. It was very reasonable feedback. Thanks. I would be discussing the objectives of the lessons before at the begining. The feedback was reasonable. Based on the feedback, I will try to better communicate the value that the lesson will have to the audience at the start. I had really good feedbacks about my introduction, pausing between lines, organizing the order of the content better, they will help me improve for the future! The feedback I received was good. But I wasn't very good at giving feedback. I'll be adding analogies e.g. navigating files within the shell is like moving between folders using the file system e.g. Finder. I'd also add more about the things we would learn and the objectives. i will take the comments in the group in mind and change and or adapt accordingly. Keypoints: * Like all other skills, good teaching requires practice and feedback. * Lesson study is essential to transferring skills among teachers. * Feedback is most effective when those involved share ground rules and expectations. ------------------------------------------------------- *Wrap-Up and Homework for Tomorrow https://carpentries.github.io/instructor-training/12-homework Questions: * What have we learned so far? * What needs to be done to prepare for the next part of the training? Objectives: * Describe overnight homework. * Produce a paragraph, drawing, or diagram that summarizes what was taught to this point. -- -- Exercise: Feedback -- -- The Trainer(s) will ask for feedback on the day in some form. Please fill in the following form to give us feedback about today. Thank you! https://forms.gle/1utyEvNBieaH1mBF7 -- -- Exercise: Reflection Exercise -- -- Before we wrap up for the day, take 5 minutes to think over everything we have covered so far. On a piece of paper, write down something that captures what you want to remember about the day. The Trainers will not look at this - it is just for you. If you do not know where to start, consider the following list for a starting point: * draw a concept map, connecting the material * draw pictures or a comic depicting one of the day’s concepts * write an outline of the topics we covered * write a paragraph or “journal” entry about your experience of the training today * write down one thing that struck you the most This exercise should take about 10 minutes. Keypoints: * So far we learned about how people learn, how to build a positive classroom environment, and how to give feedback. * Tomorrow we will cover specifics of Carpentries workshops and teaching practices. ------------------------------------------------------- *END DAY 1 / 2nd HALF DAY ------------------------------------------------------- *Welcome Back https://carpentries.github.io/instructor-training/13-second-welcome Questions: * What have we learned so far? * What will we focus on today? Objectives: * Review main points we discussed yesterday. * Introduce topics we will discuss today. -- -- 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. - Can a host also be an instructor? - Yes, absolutely (this tends to be more common for self-organised workshops rather than centrally organised, but it definitely is possible!) -I see some of the questions I have will come up today, for example on using the Carpentry logo's. I am also curious whether it is fine to use Powerpoint inbetween the live demonstrations, say an introductory slide for each lesson? - some instructors do use slides for some elements, but we would advise against it typically as these don't constitute the open materials developed by the Carpentries community -How many helpers are advised to use in a session? -What are the community discussion about? -Is there scope for more advanced topics say on parallel programming or GPUs? If so, how do we deal with learners that might not have the required prerequisites for the lessons but still want to attend? There are lessons in the incubator (https://carpentries-incubator.org/). We have run this before and used Google Colab. - Is it recommended/ok to rely on Docker images to run workshops, to make sure everybody runs the same thing? -Is there any data collected from previous workshops on participants' machine setups or issues? That's the thing that makes me the most nervous (trying to debug setup issues on the fly). -How big should the class be? (how many students+ -Are there summary guides or faq sheets about the carpentries to inform prospective funders of workshops? - How do you handle different setups? Will we give support for all operating systems, especially when there are issues? What are the resources to be provided to the learners and instructors for the host institute to organize carpentaries workshop? - is there a list of where/when courses need instructors? Keypoints: * Instructors guide learners to construct the proper big picture (accurate mental model) of the topic rather than focus on details. * Instructors rely on frequent feedback from learners to monitor their own presentation of the material. * Instructors introduce a few concepts at a time to avoid cognitive overload. * The best way to motivate learners? Show them how to do something they can immediately put to use and be enthusiastic about it. * Teaching is a learned skill. ------------------------------------------------------- *Checkout Process https://carpentries.github.io/instructor-training/14-checkout 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. *Instructor Checkout -- -- 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 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. - In the Community Programming section: could we briefly describe here what kinds of events take place? -The Slack link is potentially easy to miss. - There are options available that are quick and easy, and options that are more advanced. -The instructions for contributing to Carpentries materials is quite long compared to the other ways to get involved - could this instead include a link to a contribution guide with everything after the "How to Contribute? GitHub 101" section? -Regarding `Get Involved`: it is not clear to me where to find a list/calendar of different events we can register to and contribute. Is that related to AMY? -The final part of getting involved (Adding contribution to AMY) is also easy to miss, since at the start of this section only the three types of getting involved are mentioned - Part 3: main be active: i) helper or teacher in next course (where to find running/upcoming courses?) , ii) attend regional call (AMY?) iii) contribute to the material -For the teaching demonstration, should it include an introduction to the episode as well or the whole 5 min should be spent on live coding? - For each episode, is there an expected point within the episode one is expected to reach within the time? Should we finish the full episode then? - To complete the "Get Involved" by being a helper or instructor, should one complete the teachign demonstration first or is that not strictly required? We focussed on the "Get Involved" step. We felt this was a good example of the "Community", as you are immediately becoming part of the community by contributing to various part of the teaching. The Glosario section for "Get Involved" is very good but was hard to see a precise defintion on the "Instructor Chekout" page, it is mentioned twice. -- -- Exercise: Schedule a Discussion or Demo -- -- Visit the discussion Etherpad to sign up for a session: https://pad.carpentries.org/community-sessions-2024 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 Keypoints: * To certify, you must contribute to a lesson, take part in a discussion, and do a teaching demo within 90 days of your training event. ------------------------------------------------------- * *The Carpentries: How We Operate https://carpentries.github.io/instructor-training/15-carpentries 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://carpentries.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://carpentries.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 Recruiting helpers: https://docs.carpentries.org/topic_folders/hosts_instructors/hosts_instructors_checklist.html#helper-checklist Materials https://carpentries.github.io/instructor-training/LICENSE.html Reporting a ‘Mix and Match’ Workshop https://amy.carpentries.org/forms/workshop/ Instructor Certification is Comprehensive Carpentries Jargon Review -- -- Exercise: Test yourself! -- -- As a class or in groups, see how many of the following terms you can define. * Lesson * Episode * Workshop * Lesson Program * Instructor * (Instructor) Trainer This should take about 5 minutes. *How to Organise a Carpentries Workshop Locally https://carpentries.org/workshops/#workshop-organising The Carpentries Handbook: https://docs.carpentries.org/ includes: * templates and checklists https://docs.carpentries.org/topic_folders/hosts_instructors * policies https://docs.carpentries.org/topic_folders/policies * much more! Callout: Teaching Opportunities: Local and Global Instructors mailing list: https://carpentries.topicbox.com/groups/instructors -- -- Exercise: Explain to a partner -- -- With a partner, take turns asking and answering the question: “I want to organize a workshop! What will I need to do?” One partner should ask about a self-organised workshop, and the other can ask about a centrally-organised workshop. If you have a third person, they can help out with follow-up questions or answers as needed. When you encounter new questions during this process, be sure to write them in the Etherpad. Leave about 10 minutes for this discussion. - -One question we had was if it is possible to "extend" beyond the mix-and-match self-organised workshops? If we want to use some of the lesson's episodes (mix-and-match) and then continue to more advanced topics, would this still fall within a self-organised workshop? -One question for self-hosted workshop is: as an organizer, do I have to pay something to Carpentries? - - -How long (how many hours/days) should a workshop be? -Couple of questions we had. How can you confirm that the Instructor is an expert in the topic and didn't just "fake" it before. How can you make an offical new workshop, beyond the current official workshops? If you want to organise a self-organised workshop, can it be only for participants at your institute or does it need to be open to anyone? - are there national carpentries organizations (overview, lists etc)? *Setting Out On Your Own… Together: 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 (https://carpentries.org/community/), 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. Keeping In Touch Want to listen? * Sign up for our newsletter * Follow us on Twitter, Facebook, or LinkedIn Want to interact (or listen with options to engage)? * Join our Slack organisation * Join our Email lists (start with “Discuss”!) Want to join meetings (to meet new people or listen in)? * Sign up for Community Discussions (or just drop in if there is space!) or other events when announced * Explore taking on one of the Roles identified above -- -- Exercise: Get Connected -- -- Take a couple of minutes to sign up for The Carpentries channels you want to stay involved with on this page: https://carpentries.org/connect/ When you are done, share a channel you find interesting or useful on the Etherpad. This exercise should take about 5 minutes. Keypoints: * The Carpentries materials are all openly licensed, but names and logos are trademarked. * Carpentries workshops must cover core concepts, have at least one certified Instructor, and use our pre- and post-workshop surveys. * [Guidance for teaching and hosting workshops](https://docs.carpentries.org/topic_folders/hosts_instructors is provided in [The Carpentries Handbook](https://docs.carpentries.org). ------------------------------------------------------- *BREAK (15 min) ------------------------------------------------------- *Live Coding is a Skill https://carpentries.github.io/instructor-training/17-live 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. - it has advantage to see how the coding works, learners can see it and follow it and then do it themselves. This is more than learning from a book/text. disadvantage: many things can go wrong when coding life (technical problems for example) - Advantage for learner: it will help the learner to follow along step-by step which is a good way for novices to learn - A challenge for the learner may be that they don't remember the codes that well, because they always follow what the instructor is showing hands on is always more effective than slimply showing slides. -It slows down the presentation and makes it more accessible (advantage for everybody). + -learners might immediatly notice where they have knowledge gaps or just don't understand certain things and can ask more practically informed questions to clarify; teachers can show hands-on what they are doing and can give hints or point out possible pitfalls early on in the process maybe even showing examples of common mistakes - for teacher: might be challenging while referring to external resources (links etc), difficult multitasking - speaking and typing - for students: hard to copy/type long links, hard to find special characters on "national" keyboards [], $, #, it might be hard to focus on a concept and coding at the same time -We enjoy pain (both - but mainly the teacher). -demonstrates common errors and debugging techniques -Challenge for learners: looking at someone else doing it, doesn't mean you can do it on your own afterwards -> they also have to try it on their own -encourages 'muscle memory' for learners; might make plotting/visualization more challenging - Advantage for the learner: very hands-on (it's what you would actually do) so good to get a sense of the task - Challenge for learner: easy to fall behind or get confused if something goes wrong (even if it's something like the output being slightly different) - Advantage for instructor: can quickly verify that learners are getting similar results or need help - Challenge for instructor: hard to explain process, type, and debug all at the same time - Ensuring things that worked before in a controlled environment actually work in a live settings always involves risk (problem for teacher, disrupts the flow for the learner). Getting errors and being able to work on how to fix the errors is one advantage. Not being able to see what the learner is doing may be a challenge because I wouldn't be able to help him fixing the problems. - Challenge for learner to look back and forth between what they are typing and what the instructor is typing. When they get an error, they need to look up to see what the correct input should be, and the instructor may have already moved on. - Advantages: Participants can practice directly, which tends to leave a more lasting impression. Disadvantages: Various issues may arise, such as network problems, error messages, etc., making it difficult to control the progress. - Huge challenge for trainers: live coding reduces the possibilities for in-depth explanations of more complicated notions. Benefit: Actively practising what you are learning, makes the Instructor aware of what issues/questions people might have associated with the task, makes learners feel better as everyone makes mistakes. Challenges: Difficulty keeping up, if you are a learner who needs time to read and comprehend, Instructor might feel nervous (what if I make a mistake?), learner might feel pressure if they keep "making mistakes" -- -- 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 -demonstrated that a variable name didn't matter and is flexible. -made fault and shows that also an expert makes faults. Clear teaching (second video), not too slow, not too quick -First, demonstrated that a variable name didn't matter and is flexible. Second video: explains each step and why a command was used, explained mistake, explained how the loop worked, explains an alternative method but advises the initial method -Engaging with the attendees/class in the 2nd video. Took time to explain -Second video better content because it explains better and also speak as he codes, I read somewhere that this is recommended in order for the learners to remember better what to type -Having multiple exmaples for variables names slows things down enough for learners to at least try one approach. - In both videos, the instructor explains the concepts (even if after the actual typing in the first video), using multiple examples each time. - In the second video, the instructor shows an alternate way of running the command that connects it to a previous concept (arrow keys) and then explains the pros/cons of each (hard to remember where the semicolons go) * Constructive -. First video: didn't explain the steps, made a mistake didn't explain what it was or how they fixed it. -should ask for feedback; slow down; comment his thought process -In this part (second) not interactive (not always necessary always) -Should as for feedback, he didn't seem to wonder about how were they doing. -First video: made a mistake and did not explain fruther what that mistake was about and what error message he received -The speed in the 1st video was way to fast. He assumes everybody in the class followed along. -He stood up on the second one, seems more open to teaching. - Using "head -n 3" is maybe more complicated than needed, we could try a simpler command (or even just head). Delivery * Positive -Second video: I think, it is good to move around and point to the part that you are talking about. So the learners know what you are talking about -white background terminal maybe less initimidating for novices; made effort to seem engaging -Second video: terminal is large, so easy to see commands, , standing and looking at the class, confirmed the red sticky wasn't needed anymore, -was a massively improved version of the first video; asked for the red sticky, commented his thought/typing process, slowed down, explained the error he made, was much more attentive of the people in the room -Seond video: he stops to explain the steps. - - - * Constructive -In first video, did not address red sticky note -In first video, other distracting material on the screen - first video: is too fast, not explaining individual steps, only at the end briefly recapitulating what has been done, second video: explaing step-wise the command -First video; notifications, not very engaging, -first video had interuptions from chat and phone -Second video; turned away while speaking, -alternated between conventional: 'head n' and explicit: 'head dash n' statements, not sure if useful or confusing - Top Ten Tips for Participatory Live Coding in a Workshop 1) Stand up and move around the room if possible. This makes the experience more interactive and less monotonous. Use a microphone if one is available to make it easier for people with hearing difficulties to hear you. 2) Go slowly. 3) Mirror your learner’s environment. 4) Use your screen wisely. 5) Use illustrations 6) Turn off notifications 7)Stick to the lesson material. 8) Leave no learner behind. 9) Embrace mistakes. 10) Have fun! -- -- 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. Keypoints: * Live coding forces the instructor to slow down. * Coding-along gives learners continuous practice and feedback. * Mistakes made during participatory live coding are valuable learning opportunities. ------------------------------------------------------- *Preparing to Teach https://carpentries.github.io/instructor-training/18-preparation 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 Over-preparing on technical content can be tempting. Don't forget to prepare to teach! A note on cutting: This episode is a common place for Trainers to plan cuts while preparing to teach. That’s not because this is not important – this page is a valuable resource – but we feel this is one of the sections that trainees can use effectively as a resource when actually preparing for a workshop, even without spending a lot of time doing activities on this material during their Instructor Training event. *Anticipate Your Audience Image: A tree diagram of Carpentries instruction and audience in which Instructor Trainers teach Instructors and Instructors teach Learners https://carpentries.github.io/instructor-training/fig/instructor-training-program.png -- -- Exercise: Imagine a Learner -- -- Take a momtent to silently imagine a learner who might attend your workshop. What is their background? What problem do they face? What will they gain from attending your workshop? This exercise should take about 2 minutes. - You will never know everything about the whole people who come into your classroom. Thinking deeply about learners as people can help you prepare to bring your best self and provide an inclusive environment for everyone. Remember Your Pre-Workshop Surveys Examine Learning Objectives -- -- Exercise: Evaluate Learning Objectives -- -- Select one learning objective from the episode you’ve used for teaching practice. Copy it into the etherpad then add numbers below your objective to address the following: * Write your learning objective in the Etherpad. * Suppose a learner had mastered this objective, and wanted to try something more cognitively challenging on the exact same topic (i.e. not a next step in a workflow). Identify an objective they could work towards next. * Suppose a learner struggled to meet the specified objective. What might they be missing? Identify one more fundamental thing a learner needs to be able to do in order to be successful in meeting this objective. This exercise should take about 10 minutes. - Objective: Delete, copy and move specified files and/or directories. - Next objective: Explain some possible causes of different error messages when doing the above. - Additional fundamental thing: differences in the relevant commands (rm, cp, mv) for files and directories - -objective: Remove rows from an R data frame. - next objective: subset a dataframe by column values -a learner might not understand the use of logical operators or might not undertand the concept of a logical vector -objective: use dplyr `filter` to manipule data frame in R - secondary objective: combine multiple filterin conditions, perhaps with regular expression? - struggling learner: go back to 1) create a boolean expression using a column, then 2) insert this boolean expression in a call to `filter` - Objective: Use commands to print and view files and parts of files 1. Use additional flags/parameters to explore options available for the commands, and observe how the output from the command varies. 2. Learner needs to understand command formatting and that flags are optional parameters that affect how a command is executed. -Objective: Read tabular data into Python using Pandas. - The example reads a csv file, but any tabular data could be read in. Try a different file with a different format (brough up as feedback from the previous session...thank you!) - If learner struggles, go back to importing the library and define what is a library and how to access functions within the library. - - objective: Load external data from a .csv file into a data frame. next: what is a data.frame, summarize content of it additional thing to learn: read in additional type of files (excel) in case of struggles: show content of file in a different tool, ideally in one the leaner is used to, reexplain the import procedure - -Objective: Use commands to print and view files and parts of files -Next objective: Modify files with an editor / print and view multiple files with one command - Fundamental knowledge: Understand how files are saved (folder structure etc.) - -Objective: Split cells which contain multiple bits of data so that each piece of data is in its own cell. - A learner who has mastered this objective could also learn how to combine different columns - If a learner struggled to finish the first objective one could show again how the layout of OpenRefine works and how to navigate the drop-down menus and concepts. -Objective: Create a directory hierarchy that matches a given diagram. - Challenge: try creating that structure but now do not move the active directory from the home directory. This will help your understanding of relative paths which will be crucial later on when scripting or working with remote servers. - Fundamental: Wildcards can be hard to understand and can often result in different output than expected until they are mastered. Experiment more with using the "ls" command with wildcards in existing directories in your computer. Try and see if you get what you expect. Take it step by step and remember that you will not always get what you first expected. Try to work out why your expectations were not met, and iterativley narrow down the correct wildcard(s) to use in order to obtain the list of files you want. Objective: Split cells which contain multiple bits of data so that each piece of data is in its own cell -Objective: Describe the advantages of alternative date formatting in spreadsheets. Next objective: name alternative regional date formats / Missing: in certain disciplines, identifiers can be misinterpreted as dates by excel -Objective: Read/load your csv file in R. Assign a name to the spreadsheet when reading it. Select specific columns and perform mathematical formulas with the values in each column. Save a new csv file with the updated values as a new dataframe. - Objective: Inspect the content of vectors and manipulate their content. next objective: combine different types of atomic vectors together missing fundamental knowledge: learn about different data types - Objective: Explain how a FASTQ file encodes per-base quality scores. -Mastered the objective: They could use their understanding of quality scores to assign a cut-off for fastq processing e.g. trimming. -Struggling: The learner might have found the encoding of quality scores difficult to understand, they would need to go back to that part of the lesson. It might be helpful for them to look at the symbols for quality encoding and see how they correspond to a number, with the higher number meaning a better quality score. -Mastered objective: The learner would classify the contents of the directory. For struggling: Couldn't list the contents of the directory and missed the objectives of the lesson. objective: when you understand reading in dataset and inspect, please try to rearrange your dataframe and put it back to original dataframe for struggling: if this is difficult, ask a learner to help you reading in the dataset and inspect it. It is important that you understand it, don't hesitate to ask for guiding here. It is important to understand this part of the course. objective: Add assertions that check the program’s state is correct. -mastered: explore raising other types of exceptions -struggling: review assertion statement syntax, give multiple examples where cheching the program's state will be useful - Objective reading and loading data part of Starting with data (apart from indexing, factors, formatting data) Beware the Urge to Complicate *Prepare to Use Formative Assessments Metacognition: learner awareness of their own process and progress can support continued effort beyond the workshop -- -- Exercise: Where are your Checkpoints? -- -- Have a look at your learning objective again and identify where in the lesson that objective should reasonably be achieved. This exercise should take about 5 minutes. -- -- Exercise: Assessment is for Everyone -- -- How might you apply formative assessment to: a) verify that that achievement has been met by all and b) make learners aware of their accomplishment? Keep in mind that formative assessment can take many forms, including multiple choice questions, other exercises, spontaneous questions and calls for sticky notes. Write some notes or thoughts about this process in the Etherpad for discussion. This exercise and discussion should take about 10 minutes. How Frequent? * Formative assessments of some kind should ideally be used every 5 minutes and at least every 10-15 minutes * "Do You Understand" is ineffective as formative assesment *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 *Review Prior Feedback * Repetition vs Reflective Practice *Connect With Your Team -- -- Exercise: Minute Cards Revisited -- -- Follow your Trainers' instructions to share feedback your event. Keypoints: * To teach effectively, you have to know *who* you are teaching. * Good learning objectives identify specific events that can be evaluated through formative assessment. * A good exercise informs Learners and Instructors when an objective is achieved. *Minute card feedback: https://forms.gle/j1kybMMgpGGbdbtp6 - For me there was a bit more interactive parts than there were yesterday, I liked that. ------------------------------------------------------- *LUNCH (1h) / END 3rd HALF DAY ------------------------------------------------------- *More Practice Live Coding https://carpentries.github.io/instructor-training/20-performance Questions: * How did you change your teaching in response to feedback? Objectives: * Use feedback to improve your teaching. -- -- 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.html . (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. - I took more time, and underlined the overview. That is what happens often when do something several times. - My most basic change was starting with making sure my typing was in a visible part of the window. ;-D. I also was able to verify my files were prepared in the right directories before I started, so things were where I expected them to be. -Yesterday I struggled to hold back the pace, especially towards the latter stage of the 3 min. Today I tried to hold back more and, while not perfect, I certainly felt there is an improvment. Feedback today was different and combined with yesterday provided a more rounded and thourough indication of what I should work on. - -I tried to explain the context and the practical application of the content I presented more clearly. Also, I tried to have a better timing for speaking and typing (which is quite hard). - Changed: made my terminal setup more standard so it was less distracting and easier to follow along. I think this worked better than before (at least to stop distracting myself). I didn't have time with the new setup to check in with learners more, which I would have liked to do. - -I tried improving my pace during the introduction and increased the font of the terminal. - - -I made much more progress through the lesson and remembered to exclude any notes on the screen but needed to explain each step more thoroughly Keypoints: * (Reflective) Practice makes perfect progress ------------------------------------------------------- *Working With Your Team https://carpentries.github.io/instructor-training/21-management 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? Objectives: * Identify potential challenges of teaching learners with very different backgrounds and skill levels. * Locate resources to direct your response if someone at your workshop violates the Code of Conduct. * Identify workshop roles and responsibilities for your team. * Use The Carpentries workshop website template instructions to start creating a website. *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 Carpentries Classroom Practices * Starting with the Code of Conduct * Participatory Instruction & Hands-off Help * Learners Use Their Own Machines * Sticky Notes * Accessibility of Sticky Notes * Formative Assessment * Breaks (ideally with snacks) * Feedback Co-Teaching Models * Team teaching: Both teachers deliver a single stream of content in tandem, taking turns the way that musicians taking solos would. * Teach and assist: Teacher A teaches while Teacher B moves around the classroom to help learners. *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. How to balance beginners and advanced students- - overwhelming some, while boring others / less advanced learners may take up more time for extra explanations, while the more advanced may push for a faster pace - Making the content not boring for more advanced users that they disengage, but still easy enough for novices to follow at the pace of the instructor. - Not getting into more detailed discussion with advanced users which, for the instructor, might be very interesting, but might lose some, or most, of the other learneres. -Some might get bored when one go slowly and vice-versa, but that is always a problem with any workshop, so it shouldn't be a problem if you find a good balance to take the novices and the more advanced learners into account If a person really struggles to keep up, I would recommend to him/her to have a separate session to explain certain things more in-depth. Not sure whether this approach is fine for the carpentries. -find unexpected challenges more frequently when the audience has a broad range of expertise. need to do more on-the-fly adjustments - Is it always feasible to leave no one behind? Or is there a point where you have to say we have to move on with the content for the sake of the other participants? - It can sometimes be hard to use terminology that everyone understands, and to keep exercises stimulating enough and not too overwhelming for learners of all levels. -Advanced learners are going to ask questions that go beyond the intended curriculum. My instinct is to answer any question that I hear, but that will derail the learning for everyone else. Advanced learners may also suggest shortcuts that aren't good habits for new learners. -it can intimidate you as teacher, try to stay calm and see how they can be on track both -Not everybody will participate . Some may interrupt teaching regularly -it is challenge to stay in a slow pace, especially if some advanced students show that the stuff is boring (they know it already) - Challenges: They have a mental map that might influence how they interpet the information you are giving them. Having a broad range means it is difficult to "meet the learner where they are", as what might work for one learner won't be the same for another. I guess that is why it is important not to deviate from the material, as it is designed in such a way that it will work for all learners at the same level for that subject e.g novices. - It’s difficult to control the content and pace of teaching. provide a clearer explanation of the target audience and teaching content during the recruitment process? * workshop advertising * exercises * partnering * managing the conversation * helper vigilance *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. This discussion should take about 10 minutes. -I feel that the CoC Response Guidelines do not particularly address more "minor" (but still harmfull) unacceptable behavior (e.g. swearing a lot, or excessive interruptions of a discussion). Should the learner suffering from this report to the trainer? Host? Report the harmful participant? Or engage/talk to them directly? + - if this person is disruptive/disrespectful, it is best to bring it up with them first in a 1-to-1 setting, either by taking them to the side in the classroom or in a breakout room. (if you don't feel comfortable doing this yourself, please ask a co-instructor or the host to intervene for you on your behalf). Informing them that they're being disruptive with their behaviour and asking them to stop the actions that are unacceptable can be effective in the first instance. If they continue then you are absolutely OK to ask that person to leave the class, and inform the host/raise a CoC violation if required. - - Question about the CoC Enforcement; Verbal violence online, how do you go about contacting authorities when someone is located within a different country? As an instructional team, agree to how you will respond to the person who has been reported and their response to that. For the instructional team, assign a person to be primary responder to the report but be flexible and allow for another person to take it further if they have knowledge e.g. with writing the formal incident report. Instructional team; making sure to have any approaches discussed and agreed in writing as well e.g for ongoing incident if you decide to report immediately, versus at a break etc. Include some examples of reports or incidents that might occur, to help people recognise an incident and best approach. -It is good to have this CoC, you have to mention it in the beginning and this helps to prevent. When something happens you have to act immediately also this can prevent worse situations. The CoC are there for acting at the end, when necessary. It is good to know what are the steps then. You can act when a learner is breaking the rules. When the instructor breaks the rules (violates the CoC, or learners think they did) it is good that there is a second or third instructor to look at the situation. -It's quite important that the instructional team take time to discuss this before the time in detail. To make sure that they all know the process to follow and how they will implement it at the specific workshop+ - the CoC could discuss some Dos and donts when an incident such as continious subtle insults occurs, liek hwo best to approach the insulter without escalating the situation - Zoom gives you the tools to handle online situations. You can exclude individuals if needed, and if they are not physically with you, you have time to respond/report appropriately. + -Maybe some "hands-on" best practices on how to react when a CoC violation happens would be good to prepare as an instructor. -Most institutions/conferences also have a version of a code of conduct. It would be good to defer to those for local situations, where specific responses may not fit the broad policies of our CoC. - Especially if team members are new to running a workshop, it may be helpful to have some documentation of examples of incidents and how they can be handled. Ultimately, it's context-specific, but such documentation would give some baseline as to what types of incidents could be addressed (so the team are not guessing and/or not addressing something that should be addressed), as well as provide some guidelines for what to say/do in those situations. - Know your Local Laws and Policies Sign back in: 1. Robert I. 2. Todd S. 3. Sophia 4. Mashy Green 5. Marié Roux 6. Brian Maass 7. Olga 8. Laura 9. Harrie 10. Steve 11. Jacques 12. Alvina 13. Alison 14. Kevin Stachelek 15. 16. 17. 18. 19. 20. 21. *Planning Together -- -- Exercise: Teaching Together - Nuts and Bolts -- -- With a partner, imagine that you are planning a workshop together. For this exercise, you may assume that your workshop has a separate, designated Host. * How would you prepare to teach a workshop together? * How would you coordinate with other members of your instructional team (e.g. Host, Helpers)? * What kinds of things will you do to support each other during the workshop? What won’t you do? Record some notes, and share your thoughts with the group. This exercise should take about 10 minutes. -Before workshop: Meet to discuss roles. Set up workspace and website. Break up curriculum – by episodes we are comfortable with. Recruit helpers and discuss potential issues we would like them to watch for. During workshop: Confer on adjustments. Help monitor time. Don’t interrupt. For online, monitor chat and what is being displayed to watch for tech problems. -General discussion of what will be covered and how we will approach e.g. how to support one another, outline expectations of each other (make sure you are on the same page). Decide which session each person will lead. How each other will present e.g. do you want to use slides or not, so make sure this is prepared and discussed with helpers. For Host, check organisational associated e.g. how many participants, what resources, are refreshments sorted. Meet with the Helpers include in the pre-workshop meeting with co-instructor and outline their roles and how the day will go. Mention code of conduct, remind to walk about the room. Not to undermine the other, not question them in front of the class but discuss issues in private. Help stick to time, if there is disruption support each other, go over the episodes and make sure each other understands ask for or offer help with any parts that are unclear e.g. more experienced might know an episode can be "tricky" and take longer than you think. - Think about the duration needed and number of participants so that we can ensure there are enough instructors / helpers available for the full duration (ensuring the team is fit for purpose). - When designating roles between instructors, make sure to be aware of eachothers limitations and keep in mind the concept of equity rather than equality - it is fine for one to do "more" than the other, we should each maxiamise our abileties. - Be aware of your limitations based on previous feedback and ask your co-instructor to maybe look out for them and nudge you to correct in real time. - Awesome! - Practice a short "dry run" to make sure the technology is working in advance. Designate someone to look after the technology in real time if possible. Set up a help-desk (thanks Rob!) to also minimise the number of learners that will have technical problems when starting the lesson. - split the roles /times, decide on the check-points (points of formative asessment), sign up shared document to provide feedback and discuss it shortly in the breaks/after sessions, make sure the "other" intructor is taking care of time-keeping, don't do "taxi driving" -Start with a group of instructors, helpers, host when there is interest for a course. There is often one who takes the lead who set out the planning. Important is to know with whom you work as learners. The days are set, people are informed, website is set up and tasks are defined. Materials and additionals are overlooked. For the workshop the teams meets to prepare the next day etc... Discussing roles and training of helpers seem to be the most important first step. The way the team will communicate is alson important. In our case MS Teams will be the best way to communicate. -Building in formative assessments together during planning may help instructors organize and stay on track. Setting up a Workshop Website -- -- Exercise: Practice With The Carpentries Infrastructure -- -- For this activity, your Trainer will put you in groups, but you may choose whether to work together or independently. If you work independently, you can still use your group as a resource to ask questions as they emerge. Go to the workshop template repository: https://github.com/carpentries/workshop-template * If you have a GitHub account (or don’t mind creating one) and are comfortable doing so, follow the directions to begin creating a workshop website using your local location and today’s date. * Alternatively, have a look at the video tutorial linked on the instructions page. With any time remaining, check out the websites for upcoming Carpentries workshops on our website: https://carpentries.org/upcoming_workshops/ * Add your questions and thoughts on this process to the Etherpad. If you created a workshop website, add the link there as well. This exercise should take about 15 minutes. Note: Sometimes web browsers will cache the workshop webpage, so when you make changes in GitHub, they do not show up on the workshop webpage immediately. Two ways to avoid this are to use a “private” or “incognito” mode in your web browser or by following these instructions to bypass your browser cache: https://en.wikipedia.org/wiki/Wikipedia:Bypass_your_cache Setting up an Etherpad Keypoints: * Team work takes work, but allows you to share the load and build connections. * Working with a broad range of learners can be challenging, but there are many ways to keep a classroom happy and motivated. * The instructional team decides how to respond to Code-of-Conduct incidents during a workshop; all violations should be reported to The Carpentries Code of Conduct committee for follow-up. ------------------------------------------------------- * BREAK (15 min) ------------------------------------------------------- *Launches and Landings https://carpentries.github.io/instructor-training/23-introductions Questions: * How do you actually start a workshop? Objectives: * Connect goals of an introduction with options for content and delivery. * Practice a short introduction. * Identify worthwhile elements of a workshop conclusion. *Launching your Workshop: The Introduction "primacy effect": a tendency to remember things presented at the beginning of a list or event -- -- 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? - welcome the attendees, give a personal introduction of the instructors, mention the CoC, communicate what is the content, what are the objectives, what's the schedule - Share objectives. Outline of the day / what to expect. Describe what we are planning to learn and why. - Accomplish: Get to know each other, helps to "break the ice". Understanding of the goals, content and objectives of a workshop. Put the workshop into context. How the workshop will work, how feedback will be given. Set the "tone" for the workshop e.g. enthusiasm, energy. What you include: An ice-breaker question, clear list of what is covered, be enthusiastic. I think it's important that the introduction won't be overwhelming, not overloading a lot of content at first. there is a content part and delivery part. Content: goals and targets for the course. Delivery: how the course organized, who is involved, how to get help, material used, time and breaks etc. - Todd gave an outstanding introduction on day 2 that I will forever take inspiration from: start with describing the problem and how we will solve it, and only then actually "name" the things we are going to learn to address it. It really provided a good setting and excelent motivation into "why" I would want to learn it and care about what follows. - Setting out the motivation, expectations, and steps to reach the end goal. - Motivate the participants (with examples and talk about the outcome), talk about the objectives, present the schesule and the logistics (for the whole workshop) -accomplish: make learners feel comfortable, give a general overview of topics to be covered, find out for ourselves the learners' background and prior knowledge Learning Objectives For your Introduction After the introduction learners should: * be able to predict the type of instruction * know what will be taught * understand what will be required of them * believe that they can learn from the workshop The instructional team should: * know of who is participating in the workshop and what their expectations are * have an initial impression of how learners respond to participation prompts and what will be needed to encourage them to engage Setting the Stage * attire * physical environment * time before class * introducing yourself * introductions for everyone * doubts * seeding a classroom community * icebreakers 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 -- -- 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. - In your introduction, talk about yourself and how what you are teaching aids you in your day to day work. Have a good flow, in order, try to avoid bouncing back and forth between expectations and objectives. -In the introduction you could put in more overarching goals and not all the specific goals of learning the tool.+ - - My partner and I had very different introductions, and each did a great job at one thing while could improve at the other. It was a great learning experiance! Combined, we would have had a "perfect" introduction. - - - - - - - - *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. -Spending the last few minutes asking about anything that wasn't clear, or how people felt about the content and if they had any thoughts that they might want to share. This would be valuable as it helps to go over things that a lot of people are unclear on and helps to highlight parts of the workshop that were good/bad. As well as ideas for each other to learn from. -Sum up the things learned in the workshop and how they could be used in the participants' daily life - Get some feedback -Ask learners to share what stood out for them about the workshop - those who would like to - not compulsory. Then it ends off on a bit more personal note with learners sharing... - Making sure you finish on a high - mentioned how much fun you had teaching then and hope they felt the same, and looking forward to hearing about how they put their new skills to use. Making sure they have resources to continue working afterwards. (sorry, that was the cat!) -Ask some learners to wrap up, what did they learn, to do it in your own words also. Try to practice what you learned and show what they can do next - - Sum up the course what has been achieved, mentioned what was not covered and point to other resources, share contact for further questions, get feedback -I tend to summarize everything that was done during the session again. in other words highlighting key points. Stress my availability via different platforms and contact details and thank them for their attention - Highlight the key topics that were covered and what those topics now help the learners to do. - Go over resources for further learning for those who are interested - Asked the participants to each name a highlight of the course, e.g. which lesson they enjoyed most, which lesson was most helpful/valueable to them Keypoints: * A planned introduction is key to creating a functional workshop environment. * Conclusions support reflective practice and set the stage for continued learning. ------------------------------------------------------- *Putting It Together https://carpentries.github.io/instructor-training/24-practices Questions: * How are the teaching practices we have learned used in our workshops? Objectives: * Organize your knowledge of teaching practices and create a plan for using these practices in a Carpentries workshop. -- -- 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. Concepts/Theories -Mental Maps -Cognitive Load -Expert awareness gap -Short-term and long-term memory - Formative / summetive assesment and their differences -Inclusive environment - Practice makes Progress - The importance of instructor motivation -Motivation X -Demotivating language - Faded practice Cultivating motivation/cognitive load / Tools/Practices -Stickies -Formative assessments - Never teach alone -Live Coding -CoC, importance of introduction ánd wrapping up - Etherpad -ask for feedback -Pre-and post-workshops surveys Feedback -- -- Exercise: Organize Your Knowledge -- -- Use a concept map or other visual organiser of your choice to connect some of the concepts above. You don’t have to use them all! How are the terms you have chosen to include related to each other? Work on this on your own. There is no “right answer” – this is about you building up a mental model, moving from “novice” to “competent practitioner”. If you feel you have finished organizing your thoughts, try the next exercise. This exercise should take about 5 minutes. -- -- Exercise: Parting Thoughts (optional) -- -- If you did not think about these issues when organizing your topics in the previous exercise, now consider: * How would you describe your mental model of teaching? * Can you identify why each topic above applies to teaching for the Carpentries? Keypoints: * Having a plan makes it easier for you to remember to implement the important teaching practices you have learned. ------------------------------------------------------- *Wrapping Up https://carpentries.github.io/instructor-training/25-wrap-up Questions: * What can we improve in this training? Objectives: * Reflect on the course. * Articulate constructive feedback. -- -- Exercise: Minute Cards -- -- Please use your minute cards (sticky notes or virtual) to give your Trainers anonymous feedback directly. This exercise should take 5 minutes. https://forms.gle/LFy8QxMXevXUgt3t7 -- -- Exercise: Post Workshop Surveys -- -- Assessment is very important to us! Please take the remaining time to complete this ~5 minute post-workshop survey. https://carpentries.typeform.com/to/cjJ9UP#slug=2 024-06-11-ttt-online-CEST *Thank You! Keypoints: * Feedback applies to all kinds of learning, including learning how to teach. ------------------------------------------------------- *Before You Leave Please fill out the post-training survey at https://carpentries.typeform.com/to/cjJ9UP#slug=2024-06-11-ttt-online-CEST Lesson content on this page released under a creative commons attribution license. Lesson Content © 2018-2022 The Carpentries . 1 Links 1 Links