Hi all, I still have to summarize my git online experience, which went smooth enough, even if I will do important changes in the last part based in this experience. I'll comment all this, but I'll do it in another post, and not today. BTW, thanks all for the tips and advice, they all where really useful.
Now... On Tue, 23 Mar 2021 11:38:09 -0400 Tyson Whitehead <twhiteh...@gmail.com> wrote: > My personal thought, from watching people struggle in the SC git > lessons years ago, is that people are just memorizing commands > instead of learning the big picture that ties it all together. > > Without the bigger picture, they don't know how to deal with the > situation that inevitably arises that they haven't been explicitly > taught about. They also go glassy eyed about half-way through when > the number of new commands exceeds their short-term memory limit. Regarding this "memory limit", I write the commands in the black/whiteboard in a column as I introduce them, and also give learners a printed cheat sheet to have at hand. > This xkcd comic summarizes it pretty succinctly > > https://xkcd.com/1597/ > > Now I see more diagrams have been added to the official SC git > lesson, so I expect things have improved from my past experience with > students struggling, but I still think there is room for improvement. > In particular, I would argue that the diagrams shouldn't be bonus > addons to the material, but the central core of it. This is, the > lesson needs to be inverted so that the diagrams become the core of > the presentation and the commands the periphery. > > To this end, whenever I teach it, I always do it in terms of building > up a single large-picture diagram that I keep in front of them at all > times. Totally agree with the diagrams being central to explain the concepts, and also that they should be "hand" drawn and build up as the lesson goes. Exactly as you do in your videos below. >The idea being that > > - the focus and motivation is the operations as depicted in the > diagram, giving the big picture of how it all fits together and > natural motivating the next set of operations Yes! > - they aren't being distracted by, and having their memory overloaded > by, trying to memorize all the commands and which does what as this > is always in front of them annotated on the diagram As mentioned, for me the commands go up in a side column as they come, always visible (in the in person workshop, that is). I do the same for the bash lesson (there also for . .. ~ * ? etc) . Anyway, I 100% agree whit what you say, and since years I've been building up a "big picture" diagram as I move, and referring to it all the time. The diagrams always come up in the positive feedback for the lesson as being very helpful and clarifying. For the online lesson I had to split the general sketch in two, and I also created two new ones specifically dedicated to explain the collaboration and fork parts. In fact the last one I only had time to use it for explanation as time run up. These last two was the first time I did them, and it was a positive side effect of the online format, as I usually only have one physical white/blackboard "page" which I want to keep and update, with limited space, and here I had as many "pages" as I wanted :-) The negative side effect was that it was not persistent (I only shared the terminal, not enough space for everything as in your videos with the video conference system, chat, etherpad...), and that they couldn't have the list of commands in view all the time (if fact I didn't wrote it and referred to the cheat sheet). I have to still think about this, perhaps using Google Jamboards or something similar? > I've attached my final big-picture diagram in hopes that it will > inspire some interest. Your diagram is more complete that the ones I do, and I'm surely going to incorporate some concepts from it, thanks for sharing. Find attached the ones I finally came up with in this last online workshop. > The following two videos demonstrate how this > is built up well writing a basic python program (the first is > entirely about local operations and the second about remote > operations with gitlab/github). The videos were for a non-interactive > webinar, so they are missing the live exercises porition > > https://www.youtube.com/watch?v=meFv-GDTkjE > https://www.youtube.com/watch?v=i9iG5u36XIY So yes, I'm all in for this diagram-driven git lesson. Bests, Iñigo > > ------------------------------------------ > This list is for the purpose of general discussion about The > Carpentries including community activities, upcoming events, and > announcements. Some other lists you may also be interested in > include discuss-hpc, discuss-r, and our local groups. Visit > https://carpentries.topicbox.com/groups/ to learn more. All activity > on this and other Carpentries spaces should abide by The Carpentries > Code of Conduct found here: > https://docs.carpentries.org/topic_folders/policies/code-of-conduct.html > > The Carpentries: discuss > Permalink: > https://carpentries.topicbox.com/groups/discuss/T2146428157a4d784-M22f1229b007e9d2f59a1dae4 > Delivery options: > https://carpentries.topicbox.com/groups/discuss/subscription ------------------------------------------ This list is for the purpose of general discussion about The Carpentries including community activities, upcoming events, and announcements. 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