Analysis Of The Carpentries' Long-Term Feedback Survey

Jordan, Kari L.; Marwick, Ben; Weaver, Belinda; Zimmerman, Naupaka; Williams, Jason; Teal, Tracy K.; Becker, Erin; Duckles, Jonah; Duckles, Beth M.; Wickes, Elizabeth

doi:10.5281/zenodo.1039944

Cited by 3 publications

(2 citation statements)

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“…They take evident pride in drawing on educational and psychological research findings and in carefully evaluating the effects of their workshops and providing two-day training to instructors (Sane & Becker, 2018). They have documented the positive impacts of the workshops (Jordan et al, 2017), including long-term, follow-up evaluations of outcomes amenable to valid and reliable self-reports, including programming usage and confidence using programming tools (Jordan et al, 2017). They responded to the Feldon et al (2017) study in a constructively critical manner, arguing that the key from their perspective is that workshops and related offerings can be effective when they target outcomes specific to each offering (i.e., a workshop on data analysis, rather than research skills broadly construed) that are assessed individually by program-and that the outcomes be carefully considered in terms of their type and when they might realistically be achieved by Ph.D. students (i.e., a workshop may not plausibly impact the quality of the journal article writing of students, but it may bolster their ability to confidently analyze the data that is used for such an article).…”

Section: The Effects Of Workhopsmentioning

confidence: 99%

The Design and Effects of Data Science Workshops for Educational Researchers

Rosenberg¹,

Willet²

2023

Preprint

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Though there is growing interest in using novel methods to analyze novel sources of educational data, numerous barriers and challenges exist for researchers and analysts seeking to learn to use educational data science methods in their work. We report on our design, development, implementation, and research of two data science workshops focused on using R and RStudio for 44 early career educational researchers with limited and varied EDS backgrounds. Through a qualitative and quantitative analysis of pre- and post-workshop surveys, we found that participants in educational data science workshops are concerned and even fearful, but also possessing of resources in the form of prior degree programs and work and teaching experiences that relate to analyzing data. Participants reported that pedagogical factors—coding in R together and talking through the code and its output, being patient amidst errors, and explaining technical concepts in an accessible and rigorous manner—were strengths, while the need for more time and exposure to data science were possible improvements pointed out. An implication of this work is that providing greater opportunities for researchers at all career stages interested in developing knowledge and skill related to educational data science has the potential to not only broaden access to potentially useful capabilities but also to shape and define educational data science in a broader—and ultimately better—manner.

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Section: The Effects Of Workhopsmentioning

confidence: 99%

The Design and Effects of Data Science Workshops for Educational Researchers

Rosenberg¹,

Willet²

2023

Preprint

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“…Research conducted by The Carpentries indicates that this environment is effective in helping novices learn Git Jordan, Marwick, Weaver et al, 2017;Jordan et al, 2018;Jordan & Michonneau, 2020). Even so, Git is still difficult to both teach and learn because of its confusing commands, obscure terminology, and invisibility within the CLI.…”

Section: Load")mentioning

confidence: 99%

Git going with LEGO

Brooks-Kieffer

Albin

2022

The Journal of Play in Adulthood

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Git, an open source version control software, is difficult to both teach and learn because it conceals its work in a hidden directory and is often deployed using a command line interface. Yet, version control is an essential tool of reproducible research. Two librarians formed a playful partnership to experiment with teaching Git using LEGO, an approach inspired by our Carpentries Instructor certifications and one’s LEGO Serious Play certification. Our method combines novice-centric Carpentries pedagogy with theories of play, constructionism, constructivism, conceptual metaphor, and the hand-mind connection that are foundational to LEGO Serious Play. We share details of developing, testing, and assessing this Git-LEGO combination. Our preliminary study indicates that our LEGO activity may increase learners' short-term retention of Git commands. We discuss future directions for our research and our experiences as academic librarians in a playful partnership.

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The Design and Effects of Educational Data Science Workshops for Early Career Researchers

Staudt Willet,

Rosenberg

2023

J Form Des Learn

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Analysis Of The Carpentries' Long-Term Feedback Survey

Cited by 3 publications

References 0 publications

The Design and Effects of Data Science Workshops for Educational Researchers

The Design and Effects of Data Science Workshops for Educational Researchers

Git going with LEGO

The Design and Effects of Educational Data Science Workshops for Early Career Researchers

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