diff options
Diffstat (limited to '2023/talks')
| -rw-r--r-- | 2023/talks/teaching.md | 58 |
1 files changed, 58 insertions, 0 deletions
diff --git a/2023/talks/teaching.md b/2023/talks/teaching.md new file mode 100644 index 00000000..8530cdfb --- /dev/null +++ b/2023/talks/teaching.md @@ -0,0 +1,58 @@ +[[!meta title="Teaching computer and data science with literate programming tools"]] +[[!meta copyright="Copyright © 2023 Marcus Birkenkrahe"]] +[[!inline pages="internal(2023/info/teaching-nav)" raw="yes"]] + +<!-- Initially generated with emacsconf-publish-talk-page and then left alone for manual editing --> +<!-- You can manually edit this file to update the abstract, add links, etc. ---> + + +# Teaching computer and data science with literate programming tools +Marcus Birkenkrahe - Faculty website <https://www.lyon.edu/marcus-birkenkrahe> - LinkedIn <https://www.linkedin.com/in/birkenkrahe> - Twitter (X) <https://twitter.com/birkenkrahe> - Researchgate.net <https://www.researchgate.net/profile/Marcus-Birkenkrahe> - Google Scholar <https://scholar.google.com/citations?user=Vvnwsv0AAAAJ&hl=en> - ORCID <https://orcid.org/my-orcid?orcid=0000-0001-9461-8474> - Wikipedia <https://en.wikipedia.org/wiki/Marcus_Birkenkrahe>, <mailto:birkenkrahe@lyon.edu> + +[[!inline pages="internal(2023/info/teaching-before)" raw="yes"]] + +I present a case study on using Emacs and Org-mode for literate +programming in undergraduate computer and data science courses. Use of +Emacs was obligatory in courses covering R, Python, C/C++, SQL, and more. +Onboarding relied on simplified Emacs tutorials and starter configurations. +Sessions involved live coding, and assignments and projects required +Org-mode notebooks. I will present the setup, the results, and provide +insight into my ongoing work with Emacs in the classroom. Especially in +AI-assisted teaching, literate programming tools will become even more +important, and Emacs and Org-mode will have a new role to play. Most +importantly, using Emacs consistently for all classwork imparts deep +infrastructure and computing knowledge that other tools often obfuscate. + +- Outline (tentative): + 1. Introduction to the speaker and the case study + 2. Teaching computer and data science today + 3. The rationale for using Emacs as an IDE + 4. The rationale for using Org-mode for literate programming + 5. Case study: purpose, content, technology, results + 6. Challenges and lessons learnt + 7. Literate programming in the age of low code and AI + 8. Conclusions and outlook + +About the speaker: + +Associate Professor of Computer and Data Science at Lyon College in +Batesville, AR. He joined the Lyon faculty in 2021, on leave of absence + from the Berlin School of Economics and Law. He earned a PhD in theoretical + physics (lattice gauge theory). He has published widely in different areas, + including: neural nets, multigrid applications, knowledge management, + e-learning, literate programming, process modeling, and data science. He is + associate editor of the International Journal of Data Science, editorial + board member of the International Journal of Big Data Management, and + corresponding member of the Institute for Data-Driven Digital + Transformation (d-cube) in Berlin, Germany. Emacs user since ca. 1990. + +This talk is based on a recent publication with the same title +(Birkenkrahe, 2023; [doi.org/10.3390/digital3030015](https://doi.org/10.3390/digital3030015)). + + + +[[!inline pages="internal(2023/info/teaching-after)" raw="yes"]] + +[[!inline pages="internal(2023/info/teaching-nav)" raw="yes"]] + + |