Towards Modeling Student Engagement with Interactive Computing Textbooks

Smith, David H.; Hao, Qiang; Hundhausen, Christopher D.; Jagodzinski, Filip; Myers-Dean, Josh; Jaeger, Kira

doi:10.1145/3408877.3432361

Cited by 11 publications

(8 citation statements)

References 16 publications

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“…By the end of the second week, most of the students were not only comfortable editing the existing notebooks, but also capable of creating new Jupyter notebooks on the JupyterHub to carry out their self-directed research. Their feedback on the merits of the Jupyter Book-powered curriculum aligns with the results reported in previous research on the benefits of interactive textbooks. , …”

Section: Resultssupporting

confidence: 78%

“…The content in the page, here rendered from a Jupyter notebook, 15 the Jupyter Book-powered curriculum aligns with the results reported in previous research on the benefits of interactive textbooks. 31,32 Figure 2 shows the results from the final student survey on how well the curriculum achieved the learning outcomes of the module. There was a strong level of agreement, consistent with our observations of their final presentations (e.g., hearing comments about the importance of cleaning data, or how ML can be a helpful guide for experiments�not a replacement).…”

Section: ■ Results and Discussionmentioning

confidence: 99%

“…Herein, we report our experience using a related suite of Jupyter authoring tools, including the recently developed Jupyter Book environment, to design an integrated, interactive online textbook to guide undergraduate research projects in the data-driven design of dielectric materials . This work was inspired by existing textbooks published using Jupyter Book, , which gave us confidence to reenvision the remote research experience in light of the COVID-19 pandemic and utilize an interactive text to boost student engagement and performance. , Given the multitude of benefits of undergraduate research experiences, , the curriculum served as an experimental model to expand access to such opportunities while easing students into the research process. This Technology Report discusses the details of the implementation that uses open-source tools familiar to those working in the computational and informatics sciences, which lowers the barrier for researchers to design new curricula.…”

Section: Introductionmentioning

confidence: 99%

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Using Jupyter Tools to Design an Interactive Textbook to Guide Undergraduate Research in Materials Informatics

Chen

Asta

2022

J. Chem. Educ.

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With the growing desire to incorporate data science and informatics into STEM curricula, there is an opportunity to integrate research-based software and tools (e.g., Python) within existing pedagogical methods to craft new, accessible learning experiences. We show how the open-source Jupyter Book software can achieve this goal by creating a digital, interactive textbook compiled from Jupyter notebooks, which are already commonplace in research. Using Jupyter Book, we design an open-source, introductory materials informatics research curriculum where the Python programming exercises are supplemented with prose, graphics, slides, and discussion questions, all of which are embedded into a uniform web interface for streamlined access. Interactive programming capabilities, enabled through the JupyterHub cloud infrastructure, provide opportunities in these digital spaces for students to interrogate the code, test their own hypotheses, and deepen their comprehension. These authentic learning experiences demonstrate the broad utility of the Jupyter ecosystem in sustaining the growth of materials informatics education.

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Section: Resultssupporting

confidence: 78%

Section: ■ Results and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Jupyter Tools to Design an Interactive Textbook to Guide Undergraduate Research in Materials Informatics

Chen

Asta

2022

J. Chem. Educ.

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“…Several studies test the effectiveness of themed modules or topics within the geosciences (Gilbert et al, 2019;McNeal et al, 2014McNeal et al, , 2020 and report on increased student engagement and achieved learning goals. While modeling student engagement specifically with interactive digital textbooks, like those built upon Jupyter Notebooks, Smith et al (2021) found that active interaction was significantly more effective than reading time in predicting student performance. Students reported a preference for interactive works that enabled them to step through concepts by manipulating example code, visualizations, and other interactive elements.…”

Section: Oer In Stemmentioning

confidence: 99%

A Review of Open Educational Resources in the Geosciences: Guidelines and Criteria

Teplitzky¹,

Hardy²,

Johnson³

et al. 2021

Preprint

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Open Educational Resources (OER) offer a link between new trends in learning and instruction, and the promise of transparency and inclusion offered by open science practices. Open textbooks, virtual field and laboratory experiences, interactive computational environments, and openly licensed media are among the many types of OER in use today. Adoption of subject-specific OER has the potential to replace expensive textbooks with free alternatives that can be adapted and reused. While globally, instructors in all scientific disciplines are becoming familiar with OER, geoscientists in particular have been slow to utilize these resources.This study examines the creation and adoption of OER in the geosciences with a goal of providing guidance for institutions, libraries and librarians who support and fund OER initiatives. Beginning with a review of student and faculty perceptions and awareness regarding OER, the study expands to consider OER availability in STEM overall. Furthermore, the creation and adoption of OER in geosciences is discussed. An environmental scan, employed to identify and characterize available college-level OER in this discipline, provided a baseline for the study. Analysis of the scan along with a review of OER, textbook and field guide standards informs a new set of proposed guidelines for geoscience OER. This work will describe these guidelines and offer a call for community feedback.Several of the guidelines are applicable to STEM fields in general, but we also propose specific aspirational criteria unique to geoscience instructional settings. The study is a starting point for authors and adopters to create OER that are discoverable, accessible, authoritative, shareable and sustainable. OER also double as research objects, offering an entry point into understanding student engagement and providing a path to welcome and include a diverse set of students into the study of geoscience.

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“…With the tool, users can compare current and previous experiments, querying sequences of executions using SPARQL. From a training perspective, Smith et al [20] introduce a study on modeling student engagement with Jupyter notebooks. For their study, they consider metrics such as amount of time a student interacts with the notebook, and the number of times students execute and modify cells.…”

Section: Related Workmentioning

confidence: 99%

Context-aware Execution Migration Tool for Data Science Jupyter Notebooks on Hybrid Clouds

Cunha¹,

Real²,

Souza³

et al. 2021

2021 IEEE 17th International Conference on eScience (eScience)

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Interactive computing notebooks, such as Jupyter notebooks, have become a popular tool for developing and improving data-driven models. Such notebooks tend to be executed either in the user's own machine or in a cloud environment, having drawbacks and benefits in both approaches. This paper presents a solution developed as a Jupyter extension that automatically selects which cells, as well as in which scenarios, such cells should be migrated to a more suitable platform for execution. We describe how we reduce the execution state of the notebook to decrease migration time and we explore the knowledge of user interactivity patterns with the notebook to determine which blocks of cells should be migrated. Using notebooks from Earth science (remote sensing), image recognition, and hand written digit identification (machine learning), our experiments show notebook state reductions of up to 55× and migration decisions leading to performance gains of up to 3.25× when the user interactivity with the notebook is taken into consideration.

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Towards Modeling Student Engagement with Interactive Computing Textbooks

Cited by 11 publications

References 16 publications

Using Jupyter Tools to Design an Interactive Textbook to Guide Undergraduate Research in Materials Informatics

Using Jupyter Tools to Design an Interactive Textbook to Guide Undergraduate Research in Materials Informatics

A Review of Open Educational Resources in the Geosciences: Guidelines and Criteria

Context-aware Execution Migration Tool for Data Science Jupyter Notebooks on Hybrid Clouds

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