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_sources/co-teaching.md.txt

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+(co-teaching)=
+
+# Co-teaching
+
+:::{objectives}
+- Get to know the principle of co-teaching: How we do it and how you can too.
+- Learn the team teaching concept and how to tailor it to your situation.
+:::
+
+:::{instructor-note}
+- Teaching: 15 min
+- Exercises: 10 min
+- Discussion: 5 min
+:::
+
+
+## Overview
+
+CodeRefinery lessons benefit from the application of the concepts of **co-teaching**.
+
+:::{admonition} Co-teaching
+[Co-teaching](https://en.wikipedia.org/wiki/Co-teaching) can be defined as "the division of labor between educators to plan, organize, instruct and make assessments on the same group of students, generally in a common classroom, and often with a strong focus on those teaching as a team complementing one another's particular skills or other strengths".
+:::
+
+Co-teaching can be used in various forms, some of which are present in our workshops:
+- **Teaching + support**, e.g. one of the teachers leading instruction while the other watches over and maintains the collaborative document (HackMD/HedgeDoc/...).
+- Another similar example is **remote learning groups** that watch the streamed CodeRefinery lessons guided by the local instructors.
+- Having open-source material and planning jointly allows **multiple instances** of a lesson to be held by multiple teachers:
+   - *parallel teaching*, to different audiences at the same time,
+   - *alternative teaching*, to different audiences at the same or different time, with potential content adjustments (for example, different installation procedures).
+- **Team teaching**, where the lesson is presented by multiple (in most cases, two) teachers who actively engage in conversation with each other. The team-teaching concept is explained in more detail in the [CodeRefinery manual](https://coderefinery.github.io/manuals/team-teaching/).
+
+In reality, different forms are very often mixed or fused together, even within a single lesson.
+
+Co-teaching is not an online-only concept. However, it is very practical in online teaching due to larger number of instructors and learners potentially available to join a teaching session.
+
+
+## Co-teaching and team teaching benefits
+
+- It **saves preparation time**. Co-teachers can rely on each other's strengths while creating/ revising the material as well as in unexpected situations during the lesson.
+- It **helps with onboarding new instructors**. One of the co-teachers can be learning at the same time, either the subtleties of the material taught (in this case literally being the "voice of the audience") or the teaching process itself.
+- Team teaching **looks more interactive and engaging** to the audience in many cases, without forcing the learners to speak up if they can't or don't want to do so.
+- It also **ensures responsive feedback and less workload** by having more active minds.
+
+
+### Are there any downsides?
+
+Not every learner and not every instructor might like the team-teaching approach.
+- It might seem **less structured**, unprepared, and chaotic, even with preparation.
+   - It might create situations where instructors accidentally talk over each other or "interrupt" and change the flow of the lesson.
+   - For some instructors it can be stressful to not know in advance what questions they get asked from the co-instructor.
+   - Sometimes when an unexpected question is asked that throws the other instructor off, it can add to the feeling of chaos and unpreparedness.
+- It can be interactive and engaging but it can also end up awkward if the co-teachers don't have a good synergy.
+   - Can sound awkward: Main instructor talking all the time and at the end asking co-instructor whether everything is clear and co-instructor only saying "yes".
+   - Possibly more engaging: Co-instructor asking questions which help with the flow and a common understanding of the material.
+
+
+## Team teaching specifics
+
+- For successful team teaching, additional **coordination** is needed, first of all to agree on the teaching model (see below) and the person in control (the **director**) for the lesson or its parts.
+- It's useful to keep track of the **lecture plan**. The discussion is a good way to make lesson more interactive and adjust to the audience, but deviating too much will become disorienting (for example, if someone dropped their attention for a minute and now is trying to catch-up by reading lecture notes).
+- Experienced solo teacher might have a habit to keep talking (lecturing), while the co-teacher might not want to "interrupt". Therefore, it is important for the leading presenter to anticipate and **allow for remarks/ questions**, and this can be different from one's previous teaching style at first.
+
+
+## Team teaching models
+
+We propose two basic models, but of course there is a constant continuum.
+
+
+### Guide and demo-giver
+
+One person serves the role of **guide**, explaining the big picture and context of the examples.
+
+Another, the **demo-giver**, 
+- shows the typing and does the examples,
+- might take the role of a learner who is asking about what is going on, to actually explain the details, or to comment occasionally.
+
+Hands-on demos and exercises work especially well like this.
+
+
+### Presenter and interviewer
+
+In this case, one is the **presenter** who is mostly explaining (including demos or examples), and trying to move the forward through the material. 
+
+Another, the **interviewer**, 
+- serves as a learner or spotter,
+- fills in gaps by asking relevant questions,
+- tries to comment to the presenter when things are going off track.
+
+This can be seen as closer to classical teaching, but with a dedicated and prepared "voice of the audience".
+
+
+### Exercise
+
+:::{exercise} Discuss the models of team teaching (10 min)
+While in breakout rooms, discuss one of the basic team-teaching models presented here:
+- Have you already tried this or similar model in your teaching?
+- Does it seem natural to apply this model in your subject area (tell what it is)? How could it be adapted to fit best?
+
+Write your comments in the collaborative document.
+:::
+
+
+## Summary
+
+:::{keypoints}
+- Co-teaching focuses on complementing individual skills and strengths in teaching process.
+- Co-teaching may save time, reduce teachers' workload and make lessons more interactive/ engaging.
+- Team teaching requires some adjustments in lesson preparation and delivery.
+:::

_sources/coderefinery-intro.md.txt

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+# About the CodeRefinery project and CodeRefinery workshops in general
+
+:::{objectives}
+- Discuss what CodeRefinery is and how we got here
+- Understand about the challenges to define our target audience
+:::
+
+CodeRefinery is a
+[Nordic e-Infrastructure Collaboration (NeIC)](https://neic.no/)
+project that has started in October 2016 and is currently
+funded until February 2025. We are working on the continuation plans.
+
+The funding from 2022-2025 is designed to keep this project active
+beyond 2025 by forming a support network and building a community of
+instructors and contributors.
+
+
+:::{discussion} History
+The CodeRefinery project idea grew out of two [SeSE](http://sese.nu) courses given at KTH Stockholm in 2014 and 2016.
+The project proposal itself was submitted to NeIC in 2015, accepted in 2015, and started in 2016.
+
+We have started by porting own lessons to the Carpentries teaching style and
+format, and collaboratively and iteratively grew and improved the material to
+its present form.
+:::
+
+
+## Goals
+
+- Develop and maintain **training material on good enough software development practices** for researchers that write code/scripts/notebooks. 
+- Our material addresses all academic disciplines and tries to be as programming language-independent as possible.
+- Provide a [code repository hosting service](https://coderefinery.org/repository/) that is open and free
+  for all researchers based in universities and research institutes from Nordic countries.
+- Provide **training opportunities** in the Nordics using (Carpentries and) CodeRefinery training materials.
+- Evolve the project towards a **community-driven project** with a network of instructors and contributors.
+
+
+## Community
+
+```{figure} img/community.png
+Image showing the key areas of the CodeRefinery community: Workshops, chat inlcuding help channel, online meetings and co-working,
+other collaborative training, eg on High Performance Computing topics.
+```
+
+CodeRefinery is not just workshops, we are community and want you to be part of it!
+
+There are many different levels of involvement, from the occasional commenter in chat,
+CodeRefinery ambassador (people who like the project and workshops and help us spreading the word) or lesson issue creators and lesson contributors to
+local host, co-instructor or co-organizer.
+
+Best **first step** in any case is to join the [CodeRefinery Zulip chat](https://coderefinery.zulipchat.com)
+or let us know about your interest at [email protected].
+
+
+## Target audience
+
+One common question we get is how do we relate to [the Carpentries](https://carpentries.org).
+This section describes how we see it:
+
+
+### Carpentries audience
+
+The Carpentries aims to teach computational **competence** to learners through an applied approach,
+avoiding the theoretical and general in favor of the practical and specific.
+
+**Mostly, learners do not need to have any prior experience in programming.**
+One major goal of a Carpentries workshop is to raise awareness on the tools researchers can learn/use to speed up their research.
+
+By showing learners how to solve specific problems with specific tools and providing hands-on practice,
+learners develops confidence for future learning.
+
+:::{admonition} Novices
+We often qualify Carpentries learners as **novices**: they do not know what they need to learn yet.
+A typical example is the usage of version control: the Carpentries lesson
+[Version Control with Git](https://swcarpentry.github.io/git-novice/)
+aims to give a
+very high level conceptual overview of Git but it does not explain how it can be used in research projects.
+:::
+
+
+### CodeRefinery audience
+
+In that sense, CodeRefinery workshops differ from Carpentries workshops as we assume
+our audience already writes code and scripts and we aim at teaching them **best software practices**.
+
+Our learners usually do not have a good overview of **best software practices** but are aware of the need to learn them.
+Very often, they know of the tools (Git, Jupyter, etc.) we are teaching
+but have difficulties to make the best use of them in their software development workflow.
+
+Whenever we can, we direct learners that do not have sufficient coding experience to Carpentries workshops.
+
+:::{admonition} Competent practitioners
+We often qualify CodeRefinery learners as **competent practitioners** because they already have an understanding of their needs.
+:::
+
+:::{discussion} Challenges related to defining our target audience
+We often get the feedback "I wish I would have known X earlier!"
+*Competent practitioners* have run into issues with **not** caring (or not fully understanding)
+about version control, documentation, modularity, reproducibility before, so they are easily motivated to learn more.
+
+For a *novice* these topics may seem unnecessary and "too much" and the workshop may feel too difficult to follow.
+However, the materials are designed so that one can always revisit a topic, when needed.
+The important part is that you know that "X" exists, and where to find more information, which is also beneficial for novices.
+:::
+
+---
+
+:::{keypoints} Keypoints: CodeRefinery
+- Teaches intermediate-level software development tool lessons
+- It is difficult to define "best practices", we try to teach **"good enough" practices**
+- Training network for other lessons
+- Publicly-funded discrete projects (3 projects actually) transitioning towards an open community project
+- We have online material, teaching, and exercise sessions
+- Our main target audience are competent practitioners, but also novices and experts can get something out of the workshops
+- We want more people to work with us, and to work with more people
+:::