On Wed, Jan 13, 2016 at 12:51:24PM -0800, C. Titus Brown wrote: [...]
> I also don't see a conflict between teaching SWC and using Jupyter as a > specific teaching mechanism, as long as what you're teaching is not just a > Jupyter-specific "here's the magic button you press and it all works". > > cheers, > --titus > -- > C. Titus Brown, [email protected] One problem with using Jupyter (and similar systems) for teaching is that this creates a gap that learners will have to cross after the workshop, when they want to apply their new skills at their home institutions. Gaps of this kind can be rather frustrating, for those returning from a course or workshop, and require substantial amounts of additional training to develop a more principled understanding of the "recipes" they took home from the course. (And this also can take up rather non-trivial amounts of time of local computer experts / instructors, including myself -- having helped quite a number of course participants to figure out why that "cp /data/course/example1.fastq ." command won't work on our computers.) I think it would be good to identify / gauge such gaps -- is that part of the post-workshop feedback / evaluation, or would it make sense to include that? Best regards, Jan -- +- Jan T. Kim -------------------------------------------------------+ | email: [email protected] | | WWW: http://www.jtkim.dreamhosters.com/ | *-----=< hierarchical systems are for files, not for humans >=-----* _______________________________________________ Discuss mailing list [email protected] http://lists.software-carpentry.org/mailman/listinfo/discuss_lists.software-carpentry.org
