From 1d3c4ca63a8af20fbb10e78c3b0e6f1f0ee965f4 Mon Sep 17 00:00:00 2001
From: Sacha Chua <sacha@sachachua.com>
Date: Tue, 3 Oct 2023 15:31:29 -0400
Subject: add teaching, tweak schedule

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+[[!meta title="Teaching computer and data science with literate programming tools"]]
+[[!meta copyright="Copyright &copy; 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"]]
+
+
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