Just a short little wrap up.

This issue is a follow-up from discussion on PR #94.

The current font setting for the PDF does not render/support Unicode well. Should we change fonts or avoid Unicode characters? These are questions that to discuss in this issue.

Jed's comment and other responses provide additional insights.

The term "learning goals" is used as one feature heading for all pedagogical patterns, but what is described under that heading is not learning goals. The heading could change from Learning goals to Usage.

Example:

4.2 Shift-Enter for the win […] Learning goals This pattern can be used to introduce a topic or promote awareness about a set of tools.

Clearly not learning goals, but usage. This repeats in all case, except 4.18, which reads:

Ability to translate from one field/language to another. Explain complex topics to someone from a different field.

That is, indeed, speaking about what the learner might be able to do after the exercise. None of the other cases do. In general, I don't think we can talk about "learning goals" of a pedagogical pattern; the learning objectives come when embedding that pattern in a subject matter.

Is there a good place to suggest domain-specific tools that might be useful for teaching? e.g., I was going to suggest a link somewhere about mobilecelonian, @takluyver's port of the "turtle" app into javascript so that it can be run via notebooks/lab. Something like this might be really useful if they were teaching intro to programming with jupyter!

If domain-specific materials are out of scope then no worries, just wanted to see if there were a vision for this kind of stuff.

Jupyter-Book is a resource that we should mention! There are two potential place, it could fit in Chapter 5 or Chapter 6.

The resource in Chapter 5 are more about tools for authoring notebooks, so I vote that it be included in Chapter 6 where we discuss the distribution of notebooks. Thoughts?

cc @choldgraf

is it enough to shorten the title from

3.2 Before You Begin: Understand Your Teaching Goals, Your Students, and Your Teaching Environment

to

3.2 Before You Begin... 

Would folks be supportive of archiving this repository on zenodo? This would provide a doi which would be helpful when citing it. Thoughts?

I don't use this product, but it looks useful for some educational formats and it offers a distinct workflow that may be worth discussing. https://www.reviewnb.com/

There are multiple references to a pattern named Target practice, but no pattern by that name. @lheagy, I think I heard you use that term. Is it under a different name or can you write that pattern?

Hi all!

I wanted to draw everyone's attention to the upcoming Python Education Summit proposal cutoff date. This event happens the day before PyCon, and this will be our 7th year. Deadline to submit a poposal aligns with PyCan itself, which is Jan 3 AOE.

We have a new track this year, called the mini-sprints. These are submitted as proposals just so we have a chance to help the proposer craft something awesome and can check that it is meeting the OER and educational mission guidelines. You can read about the summit here: https://us.pycon.org/2019/events/edusummit/

I'm submitting this issue because I would love to have us submit a few of these minisprint proposals to help work on the book's content. The sprinters will be made up of summit audience members and are happening during the summit on that Thursday, not part of the regular sprinting days after the conference. This will be a room full of Python educators. Many will have Jupyter experience, but some will be new to it. This could be a great opportunity to add some fresh eyes and voices to the book's content.

There would be room for several proposals based on this book's project. Imagine work that would be done in small groups of 2-5 people in about 2 hours. So proofing, testing, adding content, github wrangling, etc.

You can read more about the mini-sprint process here: https://pycon.blogspot.com/2018/12/python-education-summit-in-its-7th-year.html

We are also accepting talk proposals around the education mission, and I would love to see a talk proposal about this project! Also, if you are attending PyCon, we would love to have you as part of the summit audience.

So, who might be interested in:

• submitting a talk proposal about the book
• submitting a mini-sprint proposal for work on the book
• putting together some tasks for a mini sprint that someone else attending could sponsor and run

I'm happy to submit one, but would love to have others also submit. The deadline is Jan 3. I can also help people craft these proposals, if you're willing to submit and attend but need some help putting together what might be done. I believe there should also be room to have remote participation for the sprints (less so for a sprint leader).

Do we have sufficient analytics on the website to track views, downloads, incoming links, etc?
Would be good to quantify how much impact the book might be having, and where, and how.

If there is a TODO still needed, please add TODO in the text of the document at the location where the TODO should happen.

• intro
• 1
• 2
• 3
• 4
• 5
• 6
• 7
• 8
• 9
• 10

https://github.com/rstudio/bookdown/blob/master/inst/examples/_output.yml

@kyleniemeyer

We have decided to split the current chapter 3 into Notebooks in Teaching and Learning, and Oh the places your notebooks will go! (the dr seuss chapter).

We'll need to determine where these two new chapters should go, but this will need to happen after we have all the chapters in place.

We need to add some sections into chapter 3 that expand on the:

• student success impacts of the use of jupyter
• how assessment can be measured with jupyter

While we may not have a ton of direct research about Jupyter notebooks, they are an expression of active learning and worked examples.

https://www.dataschool.io/cloud-services-for-jupyter-notebook/

Last evening, I read critically chapters 2 and 3, looking to find inspiration about how to improve the organization of the material there, which seems to lack clear structure. This was also motivated by concerns raised that the two sections in chapter 3 are somewhat disconnected.

This is what I came up with, and I leave this issue here as a warning that I plan to make some major edits on these two chapters.

Chapter 2 is Why we use Jupyter Notebooks—so let's keep the focus on why. The last passage of §2.1 gives clear guidance:

Through a series of anecdotes, we will illustrate [why we] use Jupyter notebooks to increase [our] students' 1) engagement, 2) participation, 3) understanding, 4) performance, and 5) preparation for their career."

We start with §2.1 But first, what is Jupyter Notebook?. >> Fine.

§2.3 heading "Course benefits & anecdotes" >> Learning benefits & anecdotes
This section starts going through these "why" items: Engagement (w/ anecdote), Participation (w/ anecdotes), Understanding (w/anecdote) ... then Performance has a passage on worked-example effect that makes no mention on how it's connected with notebooks (and lacks an anecdote>> TODO). The final sub-section, on preparation for their career, should be expanded to discuss Jupyter's wide adoption in industry (mention the ACM award), and needs an anecdote (TODO says Elizabeth will contribute one).

The next two sections—§2.4 Student benefits and §2.5 Instructor benefits—go astray. I want to remove these as section headings, and instead make Jupyter is free and open source software the next section heading. The passage on Active Learning should go in the sub-section on student performance (§2.3.4). The final section heading (before Conclusions) can be something like Diversity of usage modes and make an invitation to read coming chapter delving on this (Ch.3 & 7).

To sum it all, Chapter 2 is The Why (i.e., "vision").

Chapter 3, then, is The What (i.e., "strategy")

What we do as teachers using Jupyter in education has to do with 1) content delivery, 2) instructional design, 3) assessment and ensuring student success.
The first subsection, Oh, the places your notebooks will go!, is about content delivery. The Before you begin part (§3.2) is all about instructional design. We need a new sub-section at the end discussing assessment (formative and summative) and student success. I would move the previous passage on worked-example effect here (also, any other relevant mention on edu research supporting use of computation and notebooks).

Chapter 4, then is The How (i.e., "tactics")

We thus organize these chapters in the Why-What-How triad.

Double clicking a cell will not put you into edit mode. You need to highlight a cell and hit RETURN

Compare HTML:

to PDF:

Early on, we should have a page that’s states the cc by license

cc @labarba @kyleniemeyer

We need to say how contributors will be acknowledged. E.g., we could have a list of contributors, updated with certain frequency. If someone contributes a personal anecdote, their name is included in signature after the block-quote. If someone has a large piece to contribute and thinks they would like to be added to the author list, they will have to request this.

Let's discuss process and other contributing conditions, like accepting the license, etc.

Related to #114. The images from Bookdown are a bit 90s looking. Let's use font awesome images and create consistent usage definitions.

If it is ok, I'll do this right now. Just changes the section between <table> and </table>.

Allows all Pro Tips and definitions to be in the new callout format with icons.

This is a current limitation of Binder.

Figure with an example notebook needs to be made.

I work with a research group at UCLA that has been using Jupyter tools to bring research-level plasma physics codes into the classroom. This is geared mainly towards illustrating topics covered in undergraduate and graduate plasma physics classes, but also to enable students to reproduce simulation results from classic research articles.

Would there be interest in my adding this as a new case study to the book?

optionally mention IO, time series, and/or other notable functionality.

Ref: #142

Can all of the authors get merge rights? I don't seem to have permission.

Credit, copyright notice, license info needed for all images.

I stumbled across this thread on Twitter
https://twitter.com/jqfonseca/status/1071015453781299200?s=21
And wondered about inviting the author to add a small case study to the book? Good just be the Twitter thread unrolled into chapter seven, or we could invite him to expand on it. Do we have, need, or want a policy about inviting extra contributors/authors?

I can't figure out how to use the search on the left to go from the first found text to the next. Am I missing something obvious?

In the above, I have typed in "Ouput" and the first match appears on the right highlighted. How to go to the next match?

This paper is not specifically focused on educational modes of use, but is more carefully done than some well-known grumbling and blogging about notebooks. It would be useful to put it in the context of limitations/when not to use notebooks.

https://web.eecs.utk.edu/~azh/pubs/Chattopadhyay2020CHI_NotebookPainpoints.pdf

As suggested on twitter by @natea, the section of chapter six on
Assessing student learning with Jupyter Notebooks
could mention https://okpy.org which says it "autogrades programming assignments, facilitates submission, composition feedback, and analytics for your class".
I've never used it so am not sure what to write, but the landing page does mention Jupyter Notebook Submission.

! LaTeX Error: File `unicode-math.sty' not found.

https://travis-ci.com/github/jupyter4edu/jupyter-edu-book/builds/216648669

Anyone know what changed; how to fix?

I can't figure out why, but in chapter 3 the bullet item Attitudes toward content: doesn't render properly when viewing the book online. The markdown looks okay to me, but it's not bolded and content:** appears as if it were a link.

The site https://jupyter4edu.github.io/ currently just gives a 404. Might be nice to have a redirect from there to https://jupyter4edu.github.io/jupyter-edu-book/ (or somewhere else)?

The Oriole hyperlink at https://jupyter4edu.github.io/jupyter-edu-book/notebooks-in-teaching-and-learning.html#notebooks-as-interactive-multimedia-platforms doesn't work
It redirects to oreilly site https://www.oreilly.com/oriole/ which doesn't render anything.

Can you please correct this with relevant url?

(I would be happy to raise a PR if I would know the right url)

We could just remove the EPUB from the gh-pages view. Or see if we can fix it. Other than this, the EPUB version looks pretty good (tested with calibre on Ubuntu).

Creative Commons license is mentioned in a section about "creating notebooks for reuse and sharing" (section 6.5 and 6.6). But we probably should expand a discussion of open licenses into its own section.

The README says:

"Handbook of Teaching and Learning with Jupyter"

The rendered book website says:

"Teaching and Learning with Jupyter"

I think we can help the readers a bit by organizing the chapter so that similar patterns are grouped together. Here is a suggestion and I look forward to hearing thoughts on it.

(The extra line break is a visual cue to indicate items I suggest we group together. The order of the groups could easily be changed as can the order within the groups. Roughly, for the internal ordering, I tried to go with increasing complexity).

• Introduction

• Shift-Enter for the win
• Fill in the blanks
• Target Practice
• Twiddle, tweak and frob

• Notebook as an app
• Win-day-one
• Top-down sequence

• Two bites at every apple
• Coding as translation
• Symbolic math over pencil + paper
• Replace analysis with numerical methods
• The API is the lesson
• Proof by example, disproof by counterexample

• The world is your dataset
• Now you try (with different data or process)
• Connect to external audiences
• There can only be one

• Hello, world!
• Test driven development
• Code reviews
• Bug hunt
• Adversarial programming

Thank you all putting such a wonderful book on a web. I wonder how the book was produced (i.e., which software and editors were used?). How was converted into Jupyter notebooks.

Bests,

When major restructuring or significant editing is done on a chapter, it can be helpful to let others know that these chapters will change significantly in the next day. To minimize the need to resolve merge conflicts, let's use the table below to indicate if you are working actively on a chapter.

This does not prevent others from working on the chapter but other PRs for the same chapter will not be merged until the PR of the person claiming the chapter here is merged.

@tgeorgeux We are wanting to use some of these icons for the text boxes in the book. You can see the versions that we are using in the icons folder (they are 18dp 2x). They look a bit fuzzy on retina screens. Any suggestions of what would be the best format? Thanks.

https://github.com/google/material-design-icons