Python Emergency Remote Teaching
This is a modal window.
The media could not be loaded, either because the server or network failed or because the format is not supported.
Formal Metadata
| Title |
| |
| Subtitle |
| |
| Title of Series | ||
| Number of Parts | 130 | |
| Author | ||
| License | CC Attribution - NonCommercial - ShareAlike 3.0 Unported: You are free to use, adapt and copy, distribute and transmit the work or content in adapted or unchanged form for any legal and non-commercial purpose as long as the work is attributed to the author in the manner specified by the author or licensor and the work or content is shared also in adapted form only under the conditions of this | |
| Identifiers | 10.5446/49921 (DOI) | |
| Publisher | ||
| Release Date | ||
| Language |
Content Metadata
| Subject Area | ||
| Genre | ||
| Abstract |
|
00:00
Remote procedure callDependent and independent variablesPoint (geometry)XMLUMLMeeting/Interview
01:02
Revision controlUniverse (mathematics)Interactive televisionComputer animation
01:30
Digital photographyContent (media)Social classUniverse (mathematics)Connected spaceNeuroinformatikTouch typingStudent's t-testTraffic reportingSocial classInternetworkingType theoryMoment (mathematics)Computer animation
02:24
Student's t-testObservational studyComputer animation
02:56
Student's t-testMultiplication signComputer-assisted translationCoefficient of determinationMereologyTrailComputer programmingComputer animation
04:02
FeedbackNormal (geometry)Social classComputer-assisted translationProcess (computing)Natural numberInteractive televisionRemote procedure callKey (cryptography)Archaeological field survey1 (number)Lattice (order)Student's t-testComputer animation
05:03
Student's t-testTouchscreenComputer animation
05:33
Social classContent (media)Interactive televisionFluid staticsMultiplication signProcess (computing)YouTubeInternetworkingBridging (networking)Computer animation
06:15
Control flowStudent's t-testShared memoryComputer animationMeeting/Interview
06:34
E-learningVideoconferencingEqualiser (mathematics)Computer animation
07:07
Computer programmingVideoconferencingClique problemWebsiteMassComputer programmingOpen setE-learningUniverse (mathematics)Computer animation
07:47
Menu (computing)VideoconferencingMobile appVideoconferencingOrder (biology)NeuroinformatikStudent's t-testInheritance (object-oriented programming)Computer fontFamilyWebsiteMoment (mathematics)E-learningContent (media)
09:02
Duality (mathematics)Text editorInternet forumGoogolSocial classCodeCompilation albumImage resolutionCodeVideoconferencingStudent's t-testComputer programmingComputer animation
09:32
CoprocessorFluid staticsStudent's t-testVideoconferencingInteractive televisionSystem callCodeWebsiteNeuroinformatikSource code
10:13
QuicksortoutputFatou-MengeUniverse (mathematics)CodeEncryptionMessage passingComputer animation
10:46
Range (statistics)Sample (statistics)Element (mathematics)Random numberUniqueness quantificationIntegerWrapper (data mining)Fibonacci numberParsingLetterpress printingCodeGroup actionRow (database)VideoconferencingSoftware testingElectronic program guideStudent's t-testSoftwareInformation overloadFunctional programmingInteractive televisionNumberAbstract syntax treeYouTubeRandomizationLibrary (computing)Inheritance (object-oriented programming)Dependent and independent variablesMobile appWebsiteVideoconferencingCore dumpMessage passingFormal languageMetaprogrammierungObject-oriented programmingView (database)Transport Layer SecurityNoise (electronics)Moment (mathematics)Computer programmingCodeRow (database)Computer animation
14:22
MereologyDirection (geometry)Asynchronous Transfer ModeLattice (order)Social classProjective planeArithmetic meanInteractive televisionRight angleStudent's t-testUniverse (mathematics)Remote procedure callWebcamNumberEmailOrder (biology)Computer scienceMoment (mathematics)VideoconferencingSystem callNormal (geometry)Goodness of fitAnalytic continuationFeedbackOnline chatPerfect groupPhysical lawMeeting/Interview
Transcript: English(auto-generated)
00:06
So, we are going to have a talk now from Fernando Masanori Ashikaga. I hope I pronounced that correctly. Sorry. He is professor at the FATEC San Jose de Campos.
00:23
Where is that? Brazil. In Brazil? So you're talking from Brazil now, yeah? Yes. Oh, that's nice. What's the weather like? It's probably very warm, right? Yes, very hot, Julie. Okay, excellent.
00:41
And he loves teaching, which is great, of course. And he loves Python, of course. So, he's going to talk about Python emergency remote teaching. So, in the response to the COVID-19 pandemic. And yeah, I'm looking forward to your talk.
01:00
So, let's start. First of all, I need to say thank you to all the volunteers that made online version of EuroPython. I appreciate very much the lot of efforts that made the interactions possible.
01:25
My talk is about sharing some experiences at my university. As you know, COVID-19 changed many things in the world. Last month, a UNICEF report says that at this moment,
01:43
more than 1 billion students are still out of school worldwide. In Brazil, many universities are now without any type of classes. It is difficult to decide to go online,
02:04
because there are so many students without a computer or internet connection. But it's important to keep education alive, to keep in touch with our students during the isolation.
02:24
In my university, more than 75% of my students are low income. So, education is an opportunity to change their lives. And isolation for four months now is very dangerous.
02:47
An invitation to give up their studies. A lot of people teach programming with Python.
03:01
Education is part of Python community. At Python UK, Python Japan, Python Australia, Python US, there is also an education track. I will share my experiences in this talk in these emergency times.
03:29
Work at home is very hard. Because there are kids, cats, dogs, whatever, in the same place all the time.
03:41
Every day for now four months. I have two dogs and five cats, and they are very, very social. Whenever they heard me talking with the students, they wanted to participate.
04:04
This is my cat, Gido. He is always curious about my equipments. Teachers are very communicative in their nature.
04:23
In the face-to-face meetings, it's possible to catch in the air some difficulty of one's students. So, improving interactions is a key process in remote teaching.
04:40
A lot of my colleagues are becoming very frustrated in virtual classrooms. A survey in Brazil shows that 8% of teachers feel uncomfortable to teach online.
05:04
But it's better than nothing. It's okay to be human. For our students, to see a teacher struggling with technical issues proves that education matters.
05:21
Behind the screen, there is someone that thinks that education is worth all these efforts. I have a static YouTube channel for flipped classrooms. There are a lot of content on the internet.
05:46
There are synchronous interactions in the time of all the face-to-face classes. So, I became a bridge between all the knowledge and the learning process.
06:02
Teachers send glimpses of what is really important at each time. It's very important to focus. Teachers break new grounds, share his experiences, inspire the students.
06:26
The teacher now is not only to technology delivery. Some years ago, I made an online course, naming Python for zombies.
06:43
Zombies equal beginners. Now, I recorded 150 new videos. In this picture, we see a vegan zombie. And the caption is, can I just say me in Portuguese?
07:08
Python for zombies is a free course. Brazilian Python community initiative, not of my university,
07:20
is the first MOOC, massively open online course, to teach programming in Brazil, in Portuguese. Python jungle website is very important because only 5% of Brazilian people are able to read in English.
07:48
Some students prefer to choose a regular website with more order in the content.
08:03
Our videos are very short, four minutes long. A lot of students use cell phones to see the videos, so it's important to use big fonts.
08:22
In stay-at-home moment, maybe there are one computer in the house, and the parents need to use, and brothers and sisters,
08:40
and the cell phone is the preferred app to see my videos. I have blue yet to record the audio. The most important thing in online classes is the audio.
09:01
There are places to ask questions, like many other MOOCs, and a lot of exercises, so the students have a way to practice the programming skills. And there are code resolutions
09:27
and the videos to explain these exercises. My way of teaching is using flipped classrooms and with static videos at the Python for Zombies website,
09:46
and with Microsoft Teams or Discord, I made my interactions with the students. Sometimes I need to use other ways, like a phone call to a student without a computer,
10:05
or even WhatsApp audios to answer some particular questions. I decided to use students' codes to teaching. That motivates more to learn.
10:21
This is a 12-year-old girl code. I also teach kids in my city besides university lessons. There is another 12-year-old girl code, scissor cipher, using Python 3 to translate to Chinese some messages.
10:47
Hitchhiker's Galaxy's Guide is a very popular book among my students. For students, fun is the best way to learn something and play a patient.
11:00
And 42 is always the answer. Even using Python libraries, what's the trick behind this? Python is a free software. It's a funny way to teach. What is free software?
11:22
Changing the code of a random Dutch UI, for example, is very fun. Teaching object-oriented concepts like inheritance or overloading is also fun with 42 examples.
11:46
Or even metaprogramming. Factorio or Fibonacci produces very humongous numbers. Not in my course. Because 42 is greater than apocalypse beast.
12:05
The core definition of a language is in his abstract syntax tree. I changed Hello World response for a function using AST library.
12:23
Some glimpses of interesting things to students in the future. Conclusion. The students have a lot of distraction at home.
12:42
Because everybody is in the same place. And there are a lot of noise of online. Like a message from a crush in a dating app, for example.
13:01
And at home, short videos works well. Record the synchronous interactions are fine also to late review. My exams completely changed. Now are a new way to fix concepts, to learn more.
13:27
In introduction to programming discipline, 90% of my students concludes the course. The Python community in Brazil are also using my new videos.
13:46
There are 7,000 inscriptions in YouTube channel. And 2 million views at this moment. The website that have independent videos
14:03
have 3,000 new inscriptions in the last two months. All this news makes me very happy. And let's finish. Thank you.
14:26
Thank you very much for this very nice talk. So, how long have you been teaching remotely now? Four months. Four months? Yes.
14:41
Continuously. Did you have any... I remember when it started here in Germany, that the teachers were completely unprepared for these things and didn't really know what to do. So, it took weeks for them to struggle and to come to some kind of way of doing online things.
15:03
Initially, they just sent PDFs by email and then maybe did a few phone calls and that was it. So, how did that develop in Brazil? At my university is order from the direction.
15:25
Someone says that it's better than nothing. And I have colleagues, the law teacher sent PDFs. But computer science normal disciplines are okay online.
15:50
So, the students basically, they take the instructions and go away, do programming, maybe upload to GitHub and then you correct things. Is that how it works?
16:00
Yes. All my projects are... My students send in GitHub apples. Right. Okay, that's good. Very good. I see one question here in the Q&A. Do you think this new mode of education is sustainable and how do you think this would change the way
16:21
that education would be delivered in the future? It's a hard question. I prefer to teach face to face because we, as a teacher, see the... catching the air, the problems.
16:41
The interactions are a worse thing in teaching online. At this moment, it's not the best solution but the only solution. It's the only one, right, yes. The only solution because we stay online maybe for one year.
17:05
All my classes are in labs, closed rooms. It's unsafe with the pandemic COVID-19. That's interesting. The schools in Germany are scheduled to open again
17:22
after the summer vacation, which is mid-August or so. They actually want to restart the normal education. I have my doubts whether this is actually going to work but we'll see. It's very unsafe. It's going to be interesting.
17:42
I don't know. It's kind of strange. They put so much effort in the first few months to basically keep the numbers down and now they're starting to go crazy about going back to normal again. Right. Let's see. There are no more questions here on the Q&A.
18:02
Let me check the room chat. Nothing on the room chat. I would suggest that maybe additional questions then get asked in the Discord channel, the talk remote teaching one. Then we do a short pause now.
18:23
Maybe play a few sponsor videos. Of course, you need to get your applause. Just a second. Thank you. This is the part I think is what's missing the most in these online conferences.
18:48
It feels very strange when you talk to your webcam and you don't get any feedback. We thought that maybe... I will leave the meeting.
19:01
I will go to Discord channel. Okay. Perfect. Thank you very much again. Bye-bye.