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Update live code to live demos in 17-live.md #1558
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Original file line number | Diff line number | Diff line change | ||||
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--- | ||||||
start: no | ||||||
title: Live Coding is a Skill | ||||||
title: Live Demonstration is a Skill | ||||||
block: Building Teaching Skill | ||||||
teaching: 20 | ||||||
exercises: 45 | ||||||
--- | ||||||
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One of the cornerstones of The Carpentries teaching is live | ||||||
coding: *instructors do not use slides to teach coding*, but work through the lesson material, | ||||||
typing in the code or instructions, with the workshop participants following | ||||||
demonstrations: *instructors do not use slides to teach*, but work through the lesson material, | ||||||
typing in code or modeling procedures, with the workshop participants following | ||||||
along. This section explains how it works, why we use it, and | ||||||
gives general tips for an effective participatory live coding presentation. We will | ||||||
gives general tips for an effective participatory live demo presentation. We will | ||||||
finish this section by practicing ourselves and providing feedback for each other. | ||||||
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::::::::::::::::::::::::::::::::::::::: objectives | ||||||
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- Explain the advantages and limitations of participatory live coding. | ||||||
- Summarize the key dos and do nots of participatory live coding. | ||||||
- Demonstrate participatory live coding. | ||||||
- Explain the advantages and limitations of participatory live demos. | ||||||
- Summarize the key dos and do nots of participatory live demos. | ||||||
- Demonstrate participatory live demos. | ||||||
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:::::::::::::::::::::::::::::::::::::::::::::::::: | ||||||
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:::::::::::::::::::::::::::::::::::::::: questions | ||||||
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- Why do we teach using participatory live coding? | ||||||
- Why do we teach using participatory live demos? | ||||||
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:::::::::::::::::::::::::::::::::::::::::::::::::: | ||||||
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## Why Participatory Live Coding? | ||||||
## Why Participatory Live Demos? | ||||||
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We do not use slides in our lessons. | ||||||
Instead, instructors plug their laptop into the projector | ||||||
Instead, instructors share their computer screens | ||||||
and work through the lesson, | ||||||
typing in the code, | ||||||
reformatting data, | ||||||
demonstrating commands and procedures, | ||||||
and talking as we go. | ||||||
This is called ["live coding"](https://en.wikipedia.org/wiki/Live_coding). | ||||||
This is called "live coding" or more generally "live demonstration". | ||||||
However, the instructor is not live coding in a vacuum. | ||||||
Importantly, learners are strongly encouraged | ||||||
to "code-along" with the instructor. | ||||||
We refer to the practice of having the instructor live code and the learners code along as "participatory live coding" or, less formally, 'code-along sessions'. | ||||||
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::::::::::::::::::::::::::::::::::::::::: callout | ||||||
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## Live Coding or Live Demonstration? | ||||||
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The term "live coding" is used throughout instructor training | ||||||
to describe the Carpentries model of teaching, | ||||||
but you don't need to be a programmer or know how to code at all | ||||||
to integrate live demonstrations in your teaching. | ||||||
Many of our lessons on tools like spreadsheets and OpenRefine | ||||||
include no coding at all, and similar models are widely used | ||||||
There was a problem hiding this comment. Choose a reason for hiding this commentThe reason will be displayed to describe this comment to others. Learn more. This is not entirely correct, although I see the distinction of these two lessons. Both use some use of functions. Might change it to "Some lessons might not include coding..." |
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to teach topics as diverse as cooking and dance! | ||||||
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:::::::::::::::::::::::::::::::::::::::::::::::::: | ||||||
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::::::::::::::::::::::::::::::::::::::: challenge | ||||||
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## Anticipate the Impact | ||||||
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List some advantages and challenges of participatory live coding | ||||||
List some advantages and challenges of participatory live demos | ||||||
from both a learner's and an instructor's point of view | ||||||
in the Etherpad. | ||||||
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@@ -65,7 +81,7 @@ Some advantages are: | |||||
- Lateral knowledge transfer: participatory live coding facilitates the transfer of [tacit knowledge](https://jonudell.net/udell/2006-09-19-screencasting-of-tacit-knowledge.html) -- people learn more than we realized we were | ||||||
teaching by watching *how* instructors do things. | ||||||
- It slows the instructor down: | ||||||
if she has to type in the program as she goes along, | ||||||
if she has to type or navigate the program as she goes along, | ||||||
she can only go twice as fast as her learners, | ||||||
rather than ten-fold faster as she could with slides. | ||||||
- Learners get to see instructors' mistakes *and how to diagnose and correct them*. | ||||||
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@@ -90,9 +106,9 @@ Some challenges are: | |||||
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:::::::::::::::::::::::::::::::::::::::::::::::::: | ||||||
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Live coding fits well into the practice-feedback model we have been discussing - by providing | ||||||
learners with continuous opportunities for practice (every time they type in a line of code) | ||||||
and continuous feedback (their code either works or fails with an error message). It is | ||||||
Live demos fits well into the practice-feedback model we have been discussing - by providing | ||||||
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Suggested change
i think using the full work is better for non native english speakers, but would accept the singular of the shortcut |
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learners with continuous opportunities for practice (every time they type a line of code or perform a procedure) | ||||||
and continuous feedback (their attempt either works or fails with an error message). It is | ||||||
There was a problem hiding this comment. Choose a reason for hiding this commentThe reason will be displayed to describe this comment to others. Learn more. the "error message" part may not translate to non-coding contexts, but i'm not sure what the best fix is here. There was a problem hiding this comment. Choose a reason for hiding this commentThe reason will be displayed to describe this comment to others. Learn more. Error messages defnitely come up in non-coding contexts IME. |
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important to keep in mind, however, that feedback is not helpful if you cannot understand it. | ||||||
Many error messages are obscure and not written with novices in mind. Continue to use the strategies for error framing that | ||||||
[we learned earlier](08-motivation.md) to make sure this feedback is useful to learners. | ||||||
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@@ -107,7 +123,7 @@ Many error messages are obscure and not written with novices in mind. Continue t | |||||
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## Compare and Contrast | ||||||
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Watch this first participatory live coding demo video: [https://youtu.be/bXxBeNkKmJE][live-coding-bad] | ||||||
Watch this first participatory live demo video: [https://youtu.be/bXxBeNkKmJE][live-coding-bad] | ||||||
There was a problem hiding this comment. Choose a reason for hiding this commentThe reason will be displayed to describe this comment to others. Learn more. this is actually code, so I think here, live "coding" is actually more accurate and we should augment the exercise with reflection on what we can learn from this that applies to non-coding contexts |
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and this second demo video: [https://youtu.be/SkPmwe\_WjeY][live-coding-good] | ||||||
as a group and then summarize your feedback on both in the Etherpad. | ||||||
Use the 2x2 rubric for feedback we discussed earlier. | ||||||
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@@ -154,7 +170,7 @@ Read more in [Ten quick tips for teaching with participatory live-coding][live-c | |||||
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1. Split into groups of three. | ||||||
2. Assign roles, which will rotate: presenter, timekeeper, note-taker. | ||||||
3. Have each group member teach 3 minutes of your chosen lesson episode using live coding. | ||||||
3. Have each group member teach 3 minutes of your chosen lesson episode using live demonstration. | ||||||
For this exercise, your peers will not "code-along." Before | ||||||
you begin, briefly describe what you will be teaching and what has been learned previously. Do not record this exercise. | ||||||
4. After each person finishes, each group member should share feedback (starting with themselves) using the same 2x2 rubric introduced in part 2 The | ||||||
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@@ -174,9 +190,9 @@ This exercise should take about 25 minutes. | |||||
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:::::::::::::::::::::::::::::::::::::::: keypoints | ||||||
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- Live coding forces the instructor to slow down. | ||||||
- Live demos forces the instructor to slow down. | ||||||
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Suggested change
or live demo maybe, but "live demos" feels like a mismatch of plurality? |
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- Coding-along gives learners continuous practice and feedback. | ||||||
- Mistakes made during participatory live coding are valuable learning opportunities. | ||||||
- Mistakes made during participatory live demonstration are valuable learning opportunities. | ||||||
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:::::::::::::::::::::::::::::::::::::::::::::::::: | ||||||
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"demo presentation" reads funny to me