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Lesson plan

  • Date: 2024-05-24
  • Course: Intermediate Bianca
  • Teacher: Richel
  • Reflection

I will be teaching at the start and end of the day:

When Who What
9:00 R Introduction
9:15 R Transferring files to and from Bianca
10:00 . Break
10:15 R Transferring files to and from Bianca
10:35 D Slurm jobs
11:00 . Break
11:15 D Slurm jobs
12:00 . Lunch
13:00 B Software and packages installation
13:45 . Break
14:00 BR IDEs on Bianca
14:45 . Break
15:00 L NAISS-SENS summary
15:30 R Summary
15:35 R Evaluation
15:45 All Optional Q/A and extra material
16:00 . END
  • Who: B: Björn, L: Lars, R: Richèl

Most of my preparation is in the lessons themselves, except I start with the (dull!) 'Who is Richel' lecture.

I searched the literature about how to evaluate online lessons are done well.

Here is a list from [Means, 1993], wording from [Bigatel & Edel-Malizia, 2018]:

  • students are engaged in authentic and multidisciplinary tasks
  • assessments are based on students’ performance of real tasks
  • students participate in interactive modes of instruction
  • students work collaboratively
  • students are grouped heterogeneously
  • the teacher is a facilitator in learning
  • students learn through exploration

Here are two assessment tables from [Bigatel & Edel-Malizia, 2018], table 3:

During this class, did you your students engage in the following activities? No Yes
Participated in online discussions e.g., via discussion forums, blogs, wikis, etc. . .
Shared your knowledge and expertise with the learning community . .
Interacted with other students in team tasks or projects . .
Participated in hands-on practice so that you can apply learned knowledge to the real-world . .
Assessed peers on team-based assignments . .
Assessed peers on individual assignments . .
Used various computer technologies outside of Canvas to communicate with the instructor and class peers . .
Used library/Internet resources to complete assignments . .
Made a presentation to the class . .
Participated in setting goals and choosing tasks to meet course requirements . .
Engaged in meaningful and challenging activities e.g., problem solving, case analysis, that require critical thinking . .
Explored new ideas/tools and pushed the envelope in ideas and/or research . .
Worked on assignments or projects that involve using research skills . .

Here are is the second part of an assessment tables from [Bigatel & Edel-Malizia, 2018], table 3:

During this class, did you: No Yes
Show respect to students in all communications with them? . .
Show enthusiasm when interacting with students in the learning environment? . .
Explain clearly course goals and expectations? . .
Use examples or illustrations that helped them understand course content better? . .
Participate in discussions with students around ideas from the readings or class notes? . .
Relate course content to work experiences or real-world experiences? . .
Provide prompt (within 72 h) feedback on activities, assignments, or projects? . .
Provide meaningful feedback on activities, assignments, or projects? . .
Communicate with student about their course progress (i.e., grades, quality of work, ways to improve, etc.)? . .
Motivate students to get interested in the course content? . .
prompt students to reflect on their learning & think more deeply about the course content . .
assess student learning in a variety of ways . .
create a supportive and safe learning environment that allows for diversity & multiple perspectives . .
teach self-regulating strategies e.g., self-monitoring progress, time management, help-seeking skills, self-instruction . .

Here is the first of two assessment tables, adapted from [Bigatel & Edel-Malizia, 2018]:

Feature CI SEE BE Part of feature Good instructional approach
Vision of Learning . Y Y Responsible for learning Learner involved in setting goals, choosing tasks, developing assessments and standards for the tasks; has big picture of learning and next steps in mind
Vision of Learning Y . . Strategic Learner actively develops repertoire of thinking/learning strategies for changeable and complex knowledge building
Vision of Learning . Y Y Energized by learning Learning is intrinsic; has a passion for learning, solving problems
Vision of Learning . Y . Collaborative Learner develops new ideas and understanding in conversations and work with others
Technology . Y Y Interconnectivity Technology allows interaction by communicating and collaborating in diverse ways
Technology Y . . Access to challenging tasks Technology offers or allows access to tasks, data, and learning opportunities that stimulate thought and inquiry
Technology . Y . Enables learning by doing Technology offers access to simulations, goals-based learning, and real-world problems and productivity tools
Technology Y Y Y Media Use Technology provides opportunities to use media technologies
  • CI = Cognitive investment, i.e. being thoughtful
  • SEE = Socio-emotional engagement, i.e. interactions and/or reactions
  • BE = Behavioral engagement, i.e. participation

Here is the second of two assessment tables, adapted from [Bigatel & Edel-Malizia, 2018]:

Feature CI SEE BE Part of feature Good teaching
Instructor Role . Y Y Facilitator Engages in negotiation, stimulates and monitors discussion and project work but does not control
Instructor Role . Y Y Guide Helps students to construct their own meaning by modeling, mediating, explaining when needed, redirecting focus, providing
Instructor Role Y Y . Co-learner/co-investigator Instructor considers self as learner; willing to take risks to explore areas outside his or her expertise; collaborates with other experts and practicing professionals
Tasks . Y Y Authentic Pertains to real world, meaningful intellectual work; may be addressed to personal interest
Tasks Y . . Challenging Difficult enough to be interesting but not totally frustrating, usually sustained
Tasks Y . . Multidisciplinary Involves integrating disciplines to solve problems and address issues in context
Grouping . Y . Heterogeneous Small groups with persons with different skill sets, backgrounds, interests
Grouping Y Y . Equitable Groups sized and organized so that over time all students have challenging learning tasks/experiences
Grouping . Y . Flexible/agile Different groups organized for different instructional purposes; supports collaboration across multiple contributors
Instructional Model . Y . Interactive Instruction actively engages learners through meaningful context and construction of knowledge; encourages, supports and responds to student contributions, needs, requests for clarification, etc.
Instructional Model Y . . Generative Instruction oriented to constructing meaning; providing meaningful activities/experiences
  • CI = Cognitive investment, i.e. being thoughtful
  • SEE = Socio-emotional engagement, i.e. interactions and/or reactions
  • BE = Behavioral engagement, i.e. participation

I do have only 65 minutes to teach, can and should I try to get all these indicators to pass? Also, in that one session, I feel it gives more disturbance than usefulness to mix up the learners again.

Let's go through the items in one big table:

Here is a list from ,

Reference Recommendation Do I do/try this?
[1] Students are engaged in authentic and multidisciplinary tasks Authentic tasks: yes, multidisciplinary talks: unsure, unsure if possible
[1] assessments are based on students’ performance of real tasks Yes
[1] students participate in interactive modes of instruction Yes
[1] students work collaboratively Yes
[1] students are grouped heterogeneously Yes
[1] the teacher is a facilitator in learning Yes
[1] students learn through exploration Yes
[2] During class, have your students: Participated in online discussions e.g., via discussion forums, blogs, wikis, etc. Is possible
[2] During class, have your students: Shared your knowledge and expertise with the learning community Is possible
[2] During class, have your students: Interacted with other students in team tasks or projects Interacted: yes, in team tasks: no
[2] During class, have your students: Participated in hands-on practice so that you can apply learned knowledge to the real-world Yes
[2] During class, have your students: Assessed peers on team-based assignments No, will not do team-based assignments
[2] During class, have your students: Assessed peers on individual assignments Is possible
[2] During class, have your students: Used various computer technologies outside of Canvas to communicate with the instructor and class peers Is possible
[2] During class, have your students: Used library/Internet resources to complete assignments Yes
[2] During class, have your students: Made a presentation to the class No, will not do
[2] During class, have your students: Participated in setting goals and choosing tasks to meet course requirements No, will not do
[2] During class, have your students: Engaged in meaningful and challenging activities e.g., problem solving, case analysis, that require critical thinking No, will not do
[2] During class, have your students: Explored new ideas/tools and pushed the envelope in ideas and/or research No, will not do
[2] During class, have your students: Worked on assignments or projects that involve using research skills No, will not do
[2] During class, did you: Show respect to students in all communications with them? I hope so
[2] During class, did you: Show enthusiasm when interacting with students in the learning environment? Probably
[2] During class, did you: Explain clearly course goals and expectations? Probably
[2] During class, did you: Use examples or illustrations that helped them understand course content better? Probably
[2] During class, did you: Participate in discussions with students around ideas from the readings or class notes? Probably
[2] During class, did you: Relate course content to work experiences or real-world experiences? Unlikely
[2] During class, did you: Provide prompt (within 72 h) feedback on activities, assignments, or projects? Yes
[2] During class, did you: Provide meaningful feedback on activities, assignments, or projects? I hope so
[2] During class, did you: Communicate with student about their course progress (i.e., grades, quality of work, ways to improve, etc.)? I hope so
[2] During class, did you: Motivate students to get interested in the course content? Probably
[2] During class, did you: prompt students to reflect on their learning & think more deeply about the course content Yes
[2] During class, did you: assess student learning in a variety of ways I hope so
[2] During class, did you: create a supportive and safe learning environment that allows for diversity & multiple perspectives I hope so
[2] During class, did you: teach self-regulating strategies e.g., self-monitoring progress, time management, help-seeking skills, self-instruction I hope I will do, if the need arises
[3] Instructional approach: Learner involved in setting goals, choosing tasks, developing assessments and standards for the tasks; has big picture of learning and next steps in mind Only big picture, else no
[3] Instructional approach: Learner actively develops repertoire of thinking/learning strategies for changeable and complex knowledge building Possible, but not actively
[3] Instructional approach: Learning is intrinsic; has a passion for learning, solving problems Yes
[3] Instructional approach: Learner develops new ideas and understanding in conversations and work with others I allow for this, I hope so
[3] Instructional approach: Technology allows interaction by communicating and collaborating in diverse ways Yes
[3] Instructional approach: Technology offers or allows access to tasks, data, and learning opportunities that stimulate thought and inquiry Yes
[3] Instructional approach: Technology offers access to simulations, goals-based learning, and real-world problems and productivity tools Unsure if applicable, else no
[3] Instructional approach: Technology provides opportunities to use media technologies Yes
[3] Teaching: Engages in negotiation, stimulates and monitors discussion and project work but does not control I hope so
[3] Teaching: Helps students to construct their own meaning by modeling, mediating, explaining when needed, redirecting focus, providing I hope so
[3] Teaching: Instructor considers self as learner; willing to take risks to explore areas outside his or her expertise; collaborates with other experts and practicing professionals Yes
[3] Teaching: Pertains to real world, meaningful intellectual work; may be addressed to personal interest Yes
[3] Teaching: Difficult enough to be interesting but not totally frustrating, usually sustained I hope so
[3] Teaching: Involves integrating disciplines to solve problems and address issues in context Unsure if applicable, else no
[3] Teaching: Small groups with persons with different skill sets, backgrounds, interests Will do
[3] Teaching: Groups sized and organized so that over time all students have challenging learning tasks/experiences No, not in that short amount of time
[3] Teaching: Different groups organized for different instructional purposes; supports collaboration across multiple contributors Yes
[3] Teaching: Instruction actively engages learners through meaningful context and construction of knowledge; encourages, supports and responds to student contributions, needs, requests for clarification, etc. I hope so
[3] Teaching: Instruction oriented to constructing meaning; providing meaningful activities/experiences I hope so
  • [1] [Means, 1993], wording from [Bigatel & Edel-Malizia, 2018]
  • [2] [Bigatel & Edel-Malizia, 2018], table 3
  • [3] [Bigatel & Edel-Malizia, 2018], table 2

I do have only 65 minutes to teach (I focus on 'File transfer' here), can and should I try to get all these indicators to pass? Also, in that one session, I feel it may give more disturbance than usefulness to mix up the learners again. Is it worth it?

So, do I do Breakout rooms yes or no?

  • Pro: they learn from each other, Feedback is worth it
  • Con: disturbance

I do like it to let learners work individually in main room, but no, Feedback is worth it.

How do I do the Breakout rooms:

  • [Fast] automatically assign groups of 2
  • [Fast] automatically assign groups of 3, allows 1-1 when 1 learner is gone
  • [Fast] automatically assign groups of 4
  • [Slow] let learners pick to go to a breakout room
  • [Do not: Feedback is effective] allow learners to stay in room during feedback
  • [Do: minimizes disturbance] preserve groups after feedback cycle

So:

  • automatically assign groups of 3 or more
  • call learners back for Feedback
  • preserve groups after Feedback

Thursday 13:51 and it is discovered there is something missing from the schedule: letting the learners login. I should have taken that into consideration earlier!

At the Basic Bianca course, Introduction and login is 60 minutes, at this Intermediate Bianca course, Introduction is 15 minutes, with no time for login yet.

I need to update that schedule to make it fit...

## Evaluation

If you leave early, an evaluation can be found at []().
Please share your thoughts with us there, thanks!

## File transfer

Goal of this exercise is is to practice using HackMD,
as well as getting to know prior knowledge.

My favorite way to transfer files to/from Bianca now is using:

- [ ] FileZilla
- [ ] fuse-sshfs and mounting the wharf
- [ ] lftp
- [ ] rsync
- [ ] scp
- [ ] sftp
- [ ] sshfs and mounting the wharf
- [ ] Rclone
- [ ] WinSCP
- [ ] other

About rsync:

- [ ] I have never followed a lecture on rsync, I don't know what it is
- [ ] I have never heard a lecture on rsync, but I've never gotten it to work
- [ ] I have never heard a lecture on rsync, I have gotten it to work, but don't use it in practice
- [ ] I have never heard a lecture on rsync, I have gotten it to work, and use it
- [ ] I have heard a lecture on rsync, but I've never gotten it to work
- [ ] I have heard a lecture on rsync, I have gotten it to work, but don't use it in practice
- [ ] I have heard a lecture on rsync, I have gotten it to work, and use it

About FileZilla:

- [ ] I have never followed a lecture on FileZilla, I don't know what it is
- [ ] I have never heard a lecture on FileZilla, but I've never gotten it to work
- [ ] I have never heard a lecture on FileZilla, I have gotten it to work, but don't use it in practice
- [ ] I have never heard a lecture on FileZilla, I have gotten it to work, and use it
- [ ] I have heard a lecture on FileZilla, but I've never gotten it to work
- [ ] I have heard a lecture on FileZilla, I have gotten it to work, but don't use it in practice
- [ ] I have heard a lecture on FileZilla, I have gotten it to work, and use it

Final document:

# Bianca workshop Q/A May 24 2024


**Welcome!**


This document: <https://hackmd.io/@UPPMAX/bianca-workshop-2024>

- **Lecture Zoom link**:  in the email with practical details
   Passcode to join the meeting: in the email with practical details

- **Course material**:  <https://uppmax.github.io/bianca_workshops/intermediate/intro/>
- **Evaluation form**: []
- **Bianca project**: []

:::warning
   :warning: Please do not share any sensitive information here.
:::

---

## Evaluation

If you leave early, an evaluation can be found at <https://forms.gle/TpYYr6EhdgUQdPwn7>. Please share your thoughts with us there, thanks!

## File transfer

Goal of this exercise is:

- to practice using HackMD
- getting to know your prior knowledge

Below are three tallies, such as this example:

```text
What is X?

- [ ] A
- [ ] B

Pick one character for you, e.g. * or R or ? or whatever (duplicates are fine!). Between the [ ] you agree on, write that character. In the end this may look like:

What is X?

- [s#k%vq*#6] A
- [q.vR] B

Now we know 9 people think A is the answer, where 4 people think it is B.

1. My favorite way to transfer files to/from Bianca now is using:

  • [ ] FileZilla
  • [ ] fuse-sshfs and mounting the wharf
  • [ ] lftp
  • [ ] rsync
  • [ ] scp
  • [ ] sftp
  • [ ] sshfs and mounting the wharf
  • [ ] Rclone
  • [ ] WinSCP
  • [ ] other

2. About rsync:

  • [ ] I have never followed a lecture on rsync, I don't know what it is
  • [ ] I have never heard a lecture on rsync, but I've never gotten it to work
  • [ ] I have never heard a lecture on rsync, I have gotten it to work, but don't use it in practice
  • [ ] I have never heard a lecture on rsync, I have gotten it to work, and use it
  • [ ] I have heard a lecture on rsync, but I've never gotten it to work
  • [ ] I have heard a lecture on rsync, I have gotten it to work, but don't use it in practice
  • [ ] I have heard a lecture on rsync, I have gotten it to work, and use it

3. About FileZilla:

  • [ ] I have never followed a lecture on FileZilla, I don't know what it is
  • [ ] I have never heard a lecture on FileZilla, but I've never gotten it to work
  • [ ] I have never heard a lecture on FileZilla, I have gotten it to work, but don't use it in practice
  • [ ] I have never heard a lecture on FileZilla, I have gotten it to work, and use it
  • [ ] I have heard a lecture on FileZilla, but I've never gotten it to work
  • [ ] I have heard a lecture on FileZilla, I have gotten it to work, but don't use it in practice
  • [ ] I have heard a lecture on FileZilla, I have gotten it to work, and use it

```

References

  • [Bigatel & Edel-Malizia, 2018] Bigatel, Paula M., and Stephanie Edel-Malizia. "Using the “indicators of engaged learning online” framework to evaluate online course quality." TechTrends 62.1 (2018): 58-70.
  • [Means, 1993] Means, Barbara. "Using technology to support education reform." (1993).
  • [Hattie, 2023] Hattie, John. Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Routledge, 2023.