This document discusses lessons learned from moving live-coding workshops online. It provides tips for teaching online including using video, shorter sessions split over multiple days, breakout rooms, providing access to materials, and looking for cues of student learning. The document also discusses challenges such as online teaching being slower, connectivity issues, building connections with students, and modifying existing materials for online use. Overall, the key takeaway is that teaching online requires redesigning lessons for the new format.

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Jumping into digital
Lessons learned while
moving live-coding
workshops online
Darya Vanichkina, Sydney Informatics
Hub @dvanichkina

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whoami
– Data Scientist & Professional
Educator at the Sydney
Informatics Hub , CRF
University of Sydney
– Carpentries Instructor &
Trainer
– FHEA
– Sydney ResBaz organiser ,
lead instructor & instructor
mentor
– ...

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Let’s go on an adventure...
Actual photo from one of my NZ tramps (full credit to me … & to NZ)

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Stand on the shoulders of giants...
– Greg Wilson’s RStudio talk
– Jason Bell’s ARDC talk
– Some tips & some more from
the Carpentries
https://unsplash.com/photos/OyCl7Y4y0Bk

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We need a map!
Map (for both presentation and actual hiking/bushwalking/tramping) taken
from https://www.topomap.co.nz

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My map...
https://tinyurl.com/twitterthreadD

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Other foundational stuff
1. Don’t teach alone (n+1)
2. Use the best
microphone/headset you have
3. Test your setup & practice with
your team
4. Don’t assume your students have
X (esp X = multiple/big screen)
5. Send clear instructions & how to
get help
https://education.rstudio.com/blog/2020/03/teaching-online-on-short-notice/ + my tips for
learners
https://unsplash.com/photos/M7V9rglHaFE

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Setting up the tools
1. Zoom*
2. Google Docs/Microsoft Online
3. R + RStudio + custom install script
4. Anaconda python + conda
command line installs
5. [Teams as instructor
backchannel]
https://unsplash.com/photos/4dVDBMAho8c

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Coding == EXTRA challenges for small screens

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Coding == EXTRA challenges for small screens

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Prepare for doom
https://unsplash.com/photos/28v9cq7ytNU

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Hurrah! We’re ready for an adventure!...
https://unsplash.com/photos/eC-Bcw3pGbg
https://unsplash.com/photos/Dt86cdOH-x4

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REALITY BITES:
the series
https://unsplash.com/photos/fzph7RGsyQc

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Teaching online is
SLOOOOOOW
https://unsplash.com/photos/6dk_591MPPk

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The Zoompocalypse is a thing
https://unsplash.com/photos/QZ2EQuPpQJs

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Learners will do other
things
https://unsplash.com/photos/mVPpRr9K0jk

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It’s a LOT harder to build
connection
https://unsplash.com/photos/UOwvwZ9Dy6w

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Feedback looks like this
https://unsplash.com/photos/rR8o1kEBmMQ

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You can’t feel students learning
https://unsplash.com/photos/XkKCui44iM0

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Materials are not designed
for this
https://unsplash.com/photos/tZc3vjPCk-Q

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KEY TAKEAWAY
https://www.titian.org/sisyphus.jsp

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Doing it now, as is...
1. Turn on video
2. Shorter sessions (3-3.5 hours max) +
plan for longer/more sessions than
F2F
3. Use breakout rooms, with a helper in
each (> team!)
4. Provide access to materials
5. Look for cues of learning (experience
instructors): questions, bug-fixes,
returning to sessions, emails, body
language in videos
https://unsplash.com/photos/ZlFKIG6dApg

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Designing for online
1. Shared executable code + lots of
formative assessments, in
breakout rooms
2. Shared code document for
broder review/reporting back to
the wider class
3. 1.5 hour long multiple sessions
4. [?Smaller sessions]
5. Shared online lesson materials
6. Follow-up with HH or other
support
https://unsplash.com/photos/26MJGnCM0Wc

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Why not flip?
https://unsplash.com/photos/luhbI6_pIdg

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Why not asynchronise?
https://unsplash.com/photos/GQ5ELi84owE

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Thanks to my team!
Gordon McDonald Marius MatherSergio Pintaldi
Henry Lydecker Sabastine UgbajeJazmin Ozsvar

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Carol Ann Tomlinson
How to Differentiate Instruction in Academically Diverse Classrooms (2017)
[Edits mine]
any age & career stage