Commit ddc135da authored by Luke Johnston's avatar Luke Johnston
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add a section on adapting the course.

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......@@ -39,7 +39,7 @@ and is designed to be completed in RStudio using the R Markdown format.
## Lesson content
The teaching material is found mainly in the main project folder:
The teaching material is found mainly in these locations:
- `index.Rmd`: Contains the overview of the course.
- `content/` folder: Contains the files used during the course (e.g. code-along
......@@ -62,7 +62,9 @@ If you are interested in contributing to the course material, please refer to
the [contributing guidelines](CONTRIBUTING.md). If you want guidelines on how
to teach or be a helper with this material, check out the
[For Instructors](https://r-cubed.rostools.org/for-instructors.html)
section of the web content.
section of the web content.
For details on using or adapting the material for your own course,
check out the [section in the For Instructors page](https://r-cubed.rostools.org/for-instructors.html#adapt-material).
Please note that the project is released with a [Contributor Code of
Conduct](CODE_OF_CONDUCT.md). By contributing to or being involved in this project,
you agree to abide by its terms.
......
......@@ -5,7 +5,7 @@ For details about adding to or editing the content, check out the
guidelines. All other guidelines, tips, and instructions for teaching or helping
with this course are found on this page.
## General tips for teaching or helping out
## Tips for teaching or helping out
Here are some steps and guidelines when you are an **instructor**:
......@@ -18,13 +18,23 @@ quite hard, but try as best you can. The lead organizer may take notes and
provide feedback after your lesson or clarify concepts to the participants. Try
to (briefly) explain as much aspects as possible of what you are doing,
including how to open RStudio or how to run code (e.g. press `Shift-Enter` in RStudio).
- The majority of the lesson material is *participatory live-coding*, so use of
slides is minimal. The purpose of the course is to *type with the participants*,
to show by doing.
- **Check in with participants**: We distribute colored sticky notes to each
participant so that they can flag problems with one color and success with
another color. Use these indicators to check your pacing and where the
class is at.
- Check in with the learners to see where they are at by saying something like:
"Do you see the same thing as is on the screen?
If yes, put the 'all good' sticky on your laptop.
If no, use the 'need help' sticky."
- For the reading activities, before starting, say:
"Please read this section as instructed.
When you are done, put the 'all good' sticky up."
- For exercises, before starting, say:
"Please complete the exercise. When you are done,
please put the 'all good' sticky up.
If you need help, put the 'need help' sticky up."
- Throughout the exercises and code-along sessions, reinforce the use of
troubleshooting techniques including finding help from other resources.
- We teach the *[tidyverse][tidyverse] way of using R*, meaning we use
packages like dplyr, tidyr, rmarkdown, ggplot2, and so on. This also means making
use of the pipe `%>%` operator.
......@@ -33,22 +43,9 @@ use of the pipe `%>%` operator.
"basically", "its just", "as simple as", and so on. This is difficult, but at least
try.
Being a **helper** is much simpler. When you see a participant with a "help" sticky
on their laptop, go and see what help you can provide. A couple things to review
and to keep in mind when helping:
- Review the curriculum the instructors will be teaching.
- We teach the [tidyverse](https://www.tidyverse.org/) way of using R, meaning we use packages
like dplyr, tidyr, rmarkdown, ggplot2, and so on.
- We follow the tidyverse way of [writing and styling R code](https://style.tidyverse.org/).
- Be kind, and remember, your words and how you help *matter a lot*. They can
make participants feel better or worse. So be kind, considerate, and understanding!
Before coming to help, we would recommend taking a look at the tidyverse style
guide as well a quick skim through of the [R for Data Science book](https://r4ds.had.co.nz/).
### More on "Participatory Live-Coding"
The majority of the lesson material is *participatory live-coding*, so use of
slides is minimal. The purpose of the course is to *type with the participants*,
to show by doing.
Live-coding is a hands-on method of teaching coding to a group in which the
instructor shares their screen with the group and types out and narrates all the
commands in real-time on their own computer while the group follows along.
......@@ -67,6 +64,20 @@ Software Carpentry has lots of great resources explaining the why and how of liv
- The Software Carpentry [instructor training manual](https://carpentries.github.io/instructor-training/)
includes many resources about programming education.
Being a **helper** is much simpler. When you see a participant with a "help" sticky
on their laptop, go and see what help you can provide. A couple things to review
and to keep in mind when helping:
- Review the curriculum the instructors will be teaching.
- We teach the [tidyverse](https://www.tidyverse.org/) way of using R, meaning we use packages
like dplyr, tidyr, rmarkdown, ggplot2, and so on.
- We follow the tidyverse way of [writing and styling R code](https://style.tidyverse.org/).
- Be kind, and remember, your words and how you help *matter a lot*. They can
make participants feel better or worse. So be kind, considerate, and understanding!
Before coming to help, we would recommend taking a look at the tidyverse style
guide as well a quick skim through of the [R for Data Science book](https://r4ds.had.co.nz/).
## Workshop details
### Instructor and helper number
......@@ -92,6 +103,13 @@ them throughout the course and especially during the final group project.
[ghclass]: https://rundel.github.io/ghclass
### About the schedule
The schedule is not designed to be a fixed sequence of sessions. Some sessions
may run shorter so you can move on to the next session afterwards, while other
sessions may run longer and go into the next session. That is ok if that happens.
The schedule is a guide only, an overview of what will be covered, and when.
### Before your session
- Have an RStudio theme that uses a white background with black text.
......@@ -181,22 +199,6 @@ You have two options to take so that all code stays on the screen
geom_point()
```
### Making use of the stickies
- Check in with the learners to see where they are at by saying something like:
"Do you see the same thing as is on the screen?
If yes, put the 'all good' sticky on your laptop.
If no, use the 'need help' sticky."
- For the reading activities, before starting, say:
"Please read this section as instructed.
When you are done, put the 'all good' sticky up."
- For exercises, before starting, say:
"Please complete the exercise. When you are done,
please put the 'all good' sticky up.
If you need help, put the 'need help' sticky up."
- Throughout the exercises and code-along sessions, reinforce the use of
troubleshooting techniques including finding help from other resources.
### After the workshop
It's a good idea to do a debrief with all the instructors on what worked and
......@@ -208,7 +210,7 @@ instructors' (and your own) teaching. During the debrief we'll each say one
thing each of us should continue doing and two things that they could improve
on.
## Content and other details
## Content-specific details
### Version control
......@@ -235,7 +237,7 @@ For the section on the bar-with-standard-error plots, make sure to go over the p
and major flaws with using this type of plot. Really try to reinforce the concept
here.
### About the slides
### Using the slides
The slides are generated from the [xaringan] R package,
which uses [remark.js].
......@@ -249,6 +251,8 @@ check out the [remark.js keyword shortcuts].
[xaringan]: https://github.com/yihui/xaringan
[remark.js keyword shortcuts]: https://github.com/gnab/remark/wiki/Keyboard-shortcuts
## General course admin
### About using surveys
We used Google Forms to create surveys for pre-, during-, and post-course
......@@ -284,16 +288,7 @@ list of questions to include (depending on the survey):
- Questions about current usage of the tools they learned during the course.
- Questions about and reflections on the course.
### About the schedule
The schedule is not designed to be a fixed sequence of sessions. Some sessions
may run shorter so you can move on to the next session afterwards, while other
sessions may run longer and go into the next session. That is ok if that happens.
The schedule is a guide only, an overview of what will be covered, and when.
## General course admin
### Helper R scripts
### Helper R scripts {#helper-r-scripts}
There are several R scripts in the `R/` folder of the repository that can be
modified and used to help manage and organize some administrative aspects of the course. Here is a brief
......@@ -328,6 +323,29 @@ own, you can clone the r3 package and modify it as necessary for your own
purposes. See the [README](https://gitlab.com/rostools/r3/-/blob/main/README.md)
of the r3 package for more details.
## Using the material for your own course {#adapt-material}
The course is largely designed to be taught in the order given, as each session
builds off of the previous ones. The easiest way to use this material is to
use it as-is, making use of the tips and instructions found throughout this
page. The only thing you might want to make as your own would be the slides,
however, they are also good enough to use on their own too.
But if you want to customize a bit more, the best approach is to
[fork the repository](https://gitlab.com/rostools/r-cubed/-/forks/new)
into your own GitLab account and modify it to fit your needs from there. The
website is built automatically through GitLab's Continuous Integration and than
published as a website through Netlify. We'd suggest removing the "deploy" stage
in the [`.gitlab-ci.yml`](https://gitlab.com/rostools/r-cubed/-/blob/main/.gitlab-ci.yml)
file and replace it with GitLab's Pages building instead. To install the
necessary packages and build a preview of the website on your own computer,
check out the
[contributing](https://gitlab.com/rostools/r-cubed/-/blob/main/CONTRIBUTING.md)
guidelines.
There are a number of R scripts, as described above in Subsection \@ref(helper-r-scripts),
that you can use to help manage and administrate the course.
## Lecture Notes
The lecture notes provided in this section are an edited transcript of the oral presentation of the lectures as given during the course in June 2020. They serve as a general reference for the line of thought behind the slide set but should not be seen as prescriptive. Particularly the examples could be adapted according to the needs of the intended audience.
......@@ -440,10 +458,10 @@ To summarise, we have seen that open data is only a part of the wider Open Scien
To conclude, I think we can say that we have started on the right path towards a situation where research data is open, but that we still have a long way to go.
## Collaboration and Teamwork
### Collaboration and Teamwork
To be transcribed.
## The Era of Reproducible and Open Science
### The Era of Reproducible and Open Science
To be transcribed.
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