MINE ÇETINKAYA-RUNDEL REMOTE TEACHING: 3 MYTHS 🔘 bit.ly/remote-teach-3-myths minebocek TALMO mine-cetinkaya-rundel June 2020 cetinkaya.mine@gmail.com Photo by Victoria Heath on Unsplash
PEDAGOGY TECHNOLOGY SHOULD DRIVE SHOULD DRIVE TECHNOLOGY PEDAGOGY
TECHNOLOGY / PEDAGOGY - Consistency within a course is crucial - Stick vs. pivot - Get early feedback! - Consistency across courses is important - You have access vs. students have access - Advocate for your choices but don’t make them your students’ problem - Make required software a breeze to get started with - Computing environment, e.g. [RStudio Cloud] - Less is more - Be judicious with the number of tools - You love and use regularly ≠ best choice for course - Free to use ≠ free to learn
CAN’T BUILD CAN’T HAVE COMMUNITY SYNCHRONICITY WITHOUT EVERYONE WHILE BEING IN THE SAME PLACE FAIR AND EQUITABLE AT THE SAME TIME
COMMUNITY / SYNCHRONICITY - Consider the added value of being synchronous - Attending a synchronous lecture: Seeing others’ faces + hearing others’ questions + ? - Working on a problem as a small group: Seeing others’ faces + hearing others’ questions + thinking together + learning from each other + ? - Weigh the added value against the challenges of synchronous engagement - Geography - Internet access - Computer setup - Living circumstances - Missing one of the most rewarding aspects of being faculty: personal interactions with students - Make yourself available, e.g. daily brief o ffi ce hours? virtual co ff ee? - And remember, this won’t be forever! (I hope!)
THERE IS ALREADY A ASYNCHRONOUS VIDEO ON EVERY TEACHING MEANS CONCEPT I MIGHT MAKING WANT TO TEACH LOTS OF VIDEOS
ASYNCHRONY / MATERIALS - It’s ok to not be an expert video maker - Build on what you know (animated graphics in R / animations in Keynote, PowerPoint, etc.) - Supplement existing videos, instead of recreating them - Make a plan and learn from others - Think beyond the camera in your laptop [video]
ASYNCHRONY / MATERIALS - It’s ok to not be an expert video maker - Build on what you know (animated graphics in R / animations in Keynote, PowerPoint, etc.) - Supplement existing videos, instead of recreating them - Make a plan and learn from others - Think beyond the camera in your laptop - Video is only one of the many options for asynchronous engagement - Interactive applets, e.g. [Rossman/Chance Applet Collection], [ShinyEd] - Interactive tutorials, e.g. [Primers built with learnr ] - You can build an asynchronous community - Peer review, e.g. [on GitHub] - Reading with collaborative note taking, e.g. Google Docs, [Hypothesis], [Perusall] - Opt-in virtual communication, e.g. [virtual donut]
- General: - Teaching online on short notice (Greg Wilson) [Webinar] [Blog post] - A pattern language for screencasting (Chen and Rabb, 2009) [DOI] - Statistics / data science / computing: AN INCOMPLETE - Tips for teaching tech online, deeply informed by the Carpentries (Elizabeth Wickes) [Blog post] - Teaching R online with RStudio Cloud (Mine Çetinkaya- LIST OF Rundel) [Webinar] [Blog post] - Mapping and planning a live coding workshop (The RESOURCES Carpentries) [Blog post] - Jumping into digital: Lessons learned while moving live- coding workshops online [Webinar] - Sharing on Short Notice: How to Get Your Materials Online With R Markdown (Alison Hill and Desiree De Lyon) [Webinar] [Blog post] - Automated feedback in R and Python (Mine Çetinkaya Rundel and Ti ff any Timbers) [Slides + Demo materials]
- Teaching R online with RStudio Cloud - Building interactive tutorials in R OPPORTUNITIES - Teaching computing with Git and GitHub - Leveraging GitHub for collaboration and automation in FOR computing courses - Other: ___ LEARNING TOGETHER ➡ Express your interest at bit.ly/wrkshp-interest minebocek 🔘 bit.ly/remote-teach-3-myths mine-cetinkaya-rundel cetinkaya.mine@gmail.com
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