Teaching on Jupyter

Reades, Jonathan

doi:10.18335/region.v7i1.282

Cited by 18 publications

(19 citation statements)

References 29 publications

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“…[9]. This user's successful learning retention, repeated reuse of course material, and proven ability to transfer knowledge from academic to industry context corroborates the conclusion made by KCL's Department of Geography that Jupyter notebooks were the best means to enable the students in their geocomputation program to develop the target computational data skills [6].…”

Section: Introductionsupporting

confidence: 69%

“…some of the complexity of managing local programming language installations whilst also allowing instructors to provide rich media and contextual information next to the code where it is needed the most." This conclusion is especially credible given the department evaluated a variety of educational technologies in their quest for the best pedagogical tool for their geocomputation suite ambitions (see section "4 How we Reached Jupyter" [6]).…”

Section: Introductionmentioning

confidence: 95%

“…Reades, from the Department of Geography at King's College London (KCL), has written a paper "Teaching on Jupyter -Using notebooks to accelerate learning and curriculum development" [6], which reports learnings from methodological and pedagogical research the department undertook over a five-year period; the 3 courses in the sample (Index 3, 4, and 5), a suite of geocomputation modules, are a product of this research.…”

Section: Introductionmentioning

confidence: 99%

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The nascent case for adopting Jupyter notebooks as a pedagogical tool for interdisciplinary Humanities, Social Science, and Arts education

Tan¹

2021

Preprint

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Many societal opportunities and challenges, both current and future, are either inter- or transdisciplinary in nature. Focus and action to cut across traditional academic boundaries has increased in research and, to a less extent, teaching. One successful collaboration has been the augmentation of fields within the Humanities, Social Sciences, and Arts by integrating complementary tools and methods originated from STEM. This trend is gradually materializing in formal undergraduate and secondary education. The proven effectiveness of Jupyter notebooks for teaching and learning STEM practices gives rise to a nascent case for education seeking to replicate this interdisciplinary design to adopt notebook technology as the best pedagogical tool for this job. This article presents two sets of data to help argue this case. The first set of data demonstrates the art of the possible. A sample of undergraduate and secondary level courses showcases existing or recent work of educational stakeholders in the US and UK who are already pioneering instruction where computational and data practices are integrated into the study of the Humanities, Social Sciences, and Arts, with Jupyter notebooks chosen as a central pedagogical tool. Supplementary data providing an overview of the types of technical material covered by each course syllabi further evidences what interdisciplinary education is perceived to be or is already feasible using this Jupyter technology with student audiences of these levels. The second set of data provides more granular, concrete insight derived from user experiences of a handful of the courses from the sample. Four instructors and one student describe a range of pedagogical benefits and value they attribute to the use of Jupyter notebooks in their course(s). In presenting this nascent case, the article aims to stimulate the development of Jupyter notebook-enabled, computational data-driven interdisciplinary education within undergraduate and secondary school programs.

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Section: Introductionsupporting

confidence: 69%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The nascent case for adopting Jupyter notebooks as a pedagogical tool for interdisciplinary Humanities, Social Science, and Arts education

Tan¹

2021

Preprint

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“…In their detailed assessment, Jacobs et al (2016) discuss the use of Jupyter notebooks as an excellent environment for teaching programming. Beyond their use in applied programming courses (e.g., Cardoso et al, 2018;Reades, 2020), they have become a de-facto standard tool for open science (Kluyver et al, 2016;Randles et al, 2017;Perkel, 2018, Fangohr et al, 2021. These notebooks use a standard browser as front end for a programming kernel and combine programming code for various interpreted programming languages (Python, Julia, R, and others) with direct text-based and graphical output and additional blocks with descriptions and content in markdown format (Granger and Pérez, 2021).…”

Section: Programming Skills Developmentmentioning

confidence: 99%

Open AR-Sandbox: A haptic interface for geoscience education and outreach

et al. 2022

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Virtual reality concepts have been widely adapted to teach geoscientific content, most notably in virtual field trips—with increased developments due to recent travel restrictions and challenges of field access. On the spectrum between real and fully virtual environments are also combinations of digital and real content in mixed-reality environments. In this category, augmented-reality (AR) sandboxes have been used as a valuable tool for science outreach and teaching due to their intuitive and haptic interaction-enhancing operation. Most of the common AR-sandboxes are limited to the visualization of topography with contour lines and colors, as well as water simulations on the digital terrain surface. We show here how we can get beyond this limitation, through an open-source implementation of an AR-sandbox system with a versatile interface written in the free and cross-platform programming language Python. This implementation allows for creative and novel applications in geosciences education and outreach in general. With a link to a 3-D geomodelling system, we show how we can display geologic subsurface information such as the outcropping lithology, creating an interactive geological map for structural geology classes. The relations of subsurface structures, topography, and outcrop can be explored in a playful and comprehensible way. Additional examples include the visualizations of geophysical fields and the propagation of seismic waves, as well as simulations of Earth surface processes. We further extended the functionality with ArUco-marker detection to enable more precise and flexible interaction with the projected content. In combination, with these developments, we aim to make AR-sandbox systems, with the additional dimension of haptic interactions, accessible to a wider range of geoscientific applications for education and outreach.

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“…The final article by Reades (2020) illustrates the use of computational notebooks to support teaching delivery and enhance student learning. Specifically, the notebook argues that given the proliferation of large and complex spatial data, there is a need not only for quantitative skills, but also for computational skills.…”

Section: The Issuementioning

confidence: 99%