Sarah Stevens made 4 videos for how to install Shell, Git, Nano, R, and Python on Windows and Mac machines. I find these very, very useful. I'm not sure if they are linked in any of the installation guidelines.
https://www.youtube.com/channel/UCj0I4MtVxi6rMH0iYLkva5w Rayna Harris @raynamharris <https://twitter.com/raynamharris> http://raynamharris.github.io/ On Wed, Mar 14, 2018 at 9:08 AM, Bennet Fauber <[email protected]> wrote: > Some kind of hybrid model does seem like it would be good, if it can be > made viable. > > My experience with videos on computing and statistical topics is that some > sort of guide needs to be provided to the viewer prior to watching to keep > attention focused and to force at least some active processing of the video > material. > > Attention straying is, I think, a particular problem with video watching, > both anecdotally and from some research (see below). The difference > between 'live and Memorex' may be less pronounced for shorter material, > e.g., in the ten minutes or less range. > > My personal experience is that tightly focused videos on one topic of > three to five minute duration seems about right. Some sort of exercise > immediately following definitely helps a lot. I've asked people, and those > seem to be common impressions. > > Perhaps some sort of specific assignment, the 'answers' for which are > contained in one to three short videos, where the assignment is due in > person, and the workshop then builds on the assignment by generalizing, > extending, or applying to a different situation/domain? > > This may all be getting too far away from the specific circumstances of > the boot camp, though, as a longer time-scale seems implicit in the hybrid > model to me. > > > We examined mind wandering and memory for information in both live >> undergraduate lectures and a laboratory-based video lecture. In Study 1, >> which spanned a full-term live course, we found that degree of mind >> wandering did not increase over time in an average lecture, and was >> associated with poorer memory for lecture material. In Study 2, we examined >> changes in degree of mind wandering across three groups that differed in >> whether they viewed the lecture in video-recorded or live format, and >> whether or not they were enrolled in the course. We found that despite >> viewing the exact same lecture, participants who viewed it in video format >> showed a significant increase in mind wandering over the duration of the >> lecture, while those who viewed it live did not. This finding suggests that >> video, relative to live lectures are especially likely to elicit increases >> in mind wandering over the duration of a lecture. >> > > "Examining the Influence of Lecture Format on Degree of Mind Wandering" > Jeffrey D Wammes and Daniel Smilek > *Journal of Applied Research in Memory and Cognition* > Volume 6, Issue 2, June 2017, pp174-184 > https://doi.org/10.1016/j.jarmac.2017.01.015 > > > On Wed, Mar 14, 2018 at 7:39 AM, Greg Wilson <[email protected]> > wrote: > >> I like the idea of flipping the Carpentry classroom as well, but I think >> the first day or two should still use our regular approach: for many >> learners, the biggest benefit of a workshop is the way it helps them get >> over the FUD (fear, uncertainty, and doubt) they feel whenever they try to >> get computers to be useful, and I don't think that starting with videos >> will accomplish that. >> >> An experiment I'd really like to try is a regular two-day workshop >> immediately followed by the same people working side-by-side in the same >> classroom through a series of video lessons, with the helpers still there >> to assist them whenever they hit a stumbling block. Different learners >> could go at different speeds, or even through (somewhat) different >> material, but they would still get the social benefits of working alongside >> their peers, and the instructional benefits of one-to-one assistance when >> most needed. I haven't been able to find anything in the educational >> research literature describing this hybrid model, but I'd be willing to bet >> a dollar that it would outperform either of the pure alternatives, and I >> believe that at least some learners would be willing to sign up for a >> week-long hands-on workshop in this format between semesters or over the >> summer. >> >> Cheers, >> >> Greg >> >> On 2018-03-14 12:21 AM, Kunal Marwaha wrote: >> >> This is a sweet idea. We already have a few videos up on the website: >> https://software-carpentry.org/lessons/#video >> >> I often find (especially with free workshops) that many learners do not >> prepare (a significant portion do not even install software beforehand). I >> would not expect many learners to watch videos before they come to class. >> >> I find in-person Q&A/debugging and exercises to be very useful parts of >> the workshop. When I teach the collaboration part of Git ([usually in >> line with this](http://swcarpentry.github.io/git-novice/08-collab/)) I >> have pairs of learners do a number of exercises (collaborator clones, >> edits, commits & pushes; owner pulls; owner edits, commits & pushes; both >> edit, commit, push at same time; both edit same line, commit, push) at >> their own pace. The helpers & I check in with each group periodically and >> debug / discuss concepts, conflicts in git, and so on. This takes 30-45 >> minutes, and if some learners are advanced, I ask them to explore GitHub's >> UI, merges, pull requests, and so on. This environment is most similar to >> the "flipped classroom" that I've seen Software Carpentry taught. >> >> >> >> On Wed, Feb 7, 2018 at 2:07 AM, Peter Steinbach <[email protected]> >> wrote: >> >>> Hi to all, >>> >>> I was discussing the idea of an "inverted class room" teaching approach >>> with a friend of mine who is a high school teacher (he uses that based on >>> video recordings for his students ... just awesome AFAIK). I was hence >>> wondering, if people have tried to teach the carpentry lessons in this way? >>> >>> This would mean, that I record some of the parts of a carpentry lesson >>> in video(s) (10-15 minute each) and ask the students to watch these videos >>> before the carpentry bootcamp! The in-presence part of the workshop is then >>> used to do exercises and try to fortify the content of the videos. >>> >>> For me the biggest advantage of this approach is, that each learner can >>> overcome the initial steep learning curve given their own speed of learning >>> - which is a constant source of trouble when I teach. >>> >>> Looking forward to your feedback - >>> Peter >>> >>> -- >>> Peter Steinbach, Dr. rer. nat. >>> Scientific Software Engineer, Scientific Computing Facility >>> >>> Scionics Computer Innovation GmbH >>> Löscherstr. 16 >>> 01309 Dresden >>> Germany >>> >>> phone +49 351 210 2882 >>> fax +49 351 202 707 04 >>> www.scionics.de >>> >>> Sitz der Gesellschaft: Dresden (Main office) >>> Amtsgericht - Registergericht: Dresden HRB 20337 (Commercial Registry) >>> Ust-IdNr.: DE813263791 (VAT ID Number) >>> Geschäftsführer: John Duperon, Jeff Oegema (Managing Directors) >>> _______________________________________________ >>> Discuss mailing list >>> [email protected] >>> http://lists.software-carpentry.org/listinfo/discuss >> >> >> >> >> _______________________________________________ >> Discuss mailing >> [email protected]http://lists.software-carpentry.org/listinfo/discuss >> >> >> -- >> If you cannot be brave – and it is often hard to be brave – be kind. >> >> >> _______________________________________________ >> Discuss mailing list >> [email protected] >> http://lists.software-carpentry.org/listinfo/discuss >> > > > _______________________________________________ > Discuss mailing list > [email protected] > http://lists.software-carpentry.org/listinfo/discuss >
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