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Lesson design: dedicated organization/workflowsection #75
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There are many good thoughts here but the risk is that this issue is too big for anybody to tackle few days before teaching it. A symptom of it is that it is around now for almost 4 months. Also before we go into a big redesign we should see whether we are not trying to reinvent something that The Turing Way is not already doing and rather we could contribute to their lessons. |
Are there still some of @rkdarst really good suggestions that are not implemented yet but in your opinion could/should be? |
If I leave it open, it will stay open forever. If I close it, I risk being rude and miss some good points. I don't know it's many good points here but some go beyond the 2 h format we have here. Maybe RD can point out 2 or 3 most important points which we should absolutely implement? |
I've suggested that this lesson be split into two parts: one on workflows and one on environments. Part of this comes from user interviews I have done which indicate that arranging files, codes, etc. is one of the most important untaught skills. Plus, the lesson is kind of long and already has two diverse parts.
This goes a bit beyond "code" and is more about data. It's up for debate if this is on topic for us.
Here is my current backwards lesson design on the new first half (on workflows):
For who:
a) new researcher who is starting from nowhere, and needs to organize their work and use the different systems available to them properly (they have many choices).
b) existing researcher who has stuff spread all over and has made a mess
c) group leader who needs to keep their group's stuff in line.
Misc topics which may need covering, unordered:
Possible exercises:
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