It seems the webpages have several purposes that potentially pull them in different directions: learner notes for during the class, stand-alone notes for self-study or for learners to return to after a class, and instructor notes for in class. Even collapsing the first and second purposes, the lessons are far too verbose for instructors to use as a class plan. Instructors end up scrolling through and looking for visual clues like headers, plots, code chunks, and exercises, but this doesn't always work well.
@tracykteal, SWC/DC folks must've given this some thought.... Is there a best practice? Seems like we could write a script to extract all the headers, code-chunk names, and exercise headers and make bullet-point instructor notes from those. That would automate the process and keep the instructor notes in sync with the lessons. I know some science of teaching folks advocate keeping expected times to reach various points in lesson plans, perhaps we should think about including that too, especially given the tendency for the early lessons to expand and go too slowly and the later lessons to get compressed.
It seems the webpages have several purposes that potentially pull them in different directions: learner notes for during the class, stand-alone notes for self-study or for learners to return to after a class, and instructor notes for in class. Even collapsing the first and second purposes, the lessons are far too verbose for instructors to use as a class plan. Instructors end up scrolling through and looking for visual clues like headers, plots, code chunks, and exercises, but this doesn't always work well.
@tracykteal, SWC/DC folks must've given this some thought.... Is there a best practice? Seems like we could write a script to extract all the headers, code-chunk names, and exercise headers and make bullet-point instructor notes from those. That would automate the process and keep the instructor notes in sync with the lessons. I know some science of teaching folks advocate keeping expected times to reach various points in lesson plans, perhaps we should think about including that too, especially given the tendency for the early lessons to expand and go too slowly and the later lessons to get compressed.