Hi Jason, I'm going to answer to just one of your points. 2016-03-30 8:09 GMT+02:00 Jason Bell <[email protected]>:
> > · Do you think “instructors” should know more than just the > teaching material for the “subjects” they plan on teaching. For example, I > recently ran a local “UNIX Shell” locally and given I have been using bash > for over 15 years, I was extremely comfortable with the teaching material > (even though I did pick up a few tips and tricks), there were no unexpected > questions that I could not answer. I doubt this would be the case with R > or python, as I don’t use it regularly enough to feel competent to answer > left field questions. Now, I appreciate that you cannot know everything, > but having a greater knowledge than just the 3-4 hour lesson material would > like highly desirable – thus would welcome any suggestions in resources, > training material that could help me to get up to speed ASAP. > IMHO, it depends on your audience. Audience questions may vary from no questions, to "can I do that with Python?", up to "I would like to use multiple threads while connecting to a remote server using a VPN....". In the first case, i.e. learners without any knowledge, it is more important to convey the basic idea and to empower them, that to know a lot of things. In the second case, you should know the existence of a specific library, even if you never used it. "There is sklearn for that" is a correct answer, even more when there is only one person asking for that and then going into details may confuse the others. The last case, the one with power users, requires a lot more. Best, Giuseppe -- University of Bologna, italy
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