From kirby.urner at gmail.com Sat Jan 12 16:22:05 2019 From: kirby.urner at gmail.com (kirby urner) Date: Sat, 12 Jan 2019 13:22:05 -0800 Subject: [Edu-sig] threads on teaching w/ jupyter (high school + France, Binder...) Message-ID: Contributors here might want to add to this discussion thread or bookmark it for the links: https://groups.google.com/d/topic/jupyter-education/2Cv7B3td9LA/discussion Overlaps our threads here quite a lot. Also, I've been getting into using Binder more, with my Jupyter Notebooks on Github. Here's another thread on that: https://groups.google.com/d/topic/jupyter-education/z9L4mTDyKsM/discussion OSCON 2019 submissions still open a few more days... hope to see some of you there. Good to see more PR for Math Adventures in Python out there. https://nostarch.com/mathadventures Kirby -------------- next part -------------- An HTML attachment was scrubbed... URL: From csev at umich.edu Thu Jan 24 20:35:34 2019 From: csev at umich.edu (Charles Severance) Date: Thu, 24 Jan 2019 20:35:34 -0500 Subject: [Edu-sig] Question about certifying teachers Message-ID: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> Hi all, I am working with a group of college professors at small schools and developing a program to help them teach programming to non-programmers.? One aspect of this is to provide training for the teachers.?? It might be cool to invent a certificate to give them after they complete training. I wonder if there is a common approach to issuing certificates to teachers as they do professional development and gain skills. This is in the USA and there might be several hundred teachers - it would not be worth creating a company to issue these certificates.? It would be best if there was some general certificate approach and/or infrastructure that I could tap into. Thanks in advance. /Charles Severance From ntoll at ntoll.org Thu Jan 24 20:45:07 2019 From: ntoll at ntoll.org (Nicholas H.Tollervey) Date: Fri, 25 Jan 2019 01:45:07 +0000 Subject: [Edu-sig] Question about certifying teachers In-Reply-To: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> References: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> Message-ID: <13993809-b54a-3395-5306-139bf120bbb8@ntoll.org> I'm currently working on this: https://codegrades.com/ This is still very early stages. N. On 25/01/2019 01:35, Charles Severance wrote: > Hi all, > > I am working with a group of college professors at small schools and > developing a program to help them teach programming to non-programmers.? > One aspect of this is to provide training for the teachers.?? It might > be cool to invent a certificate to give them after they complete training. > > I wonder if there is a common approach to issuing certificates to > teachers as they do professional development and gain skills. > > This is in the USA and there might be several hundred teachers - it > would not be worth creating a company to issue these certificates.? It > would be best if there was some general certificate approach and/or > infrastructure that I could tap into. > > Thanks in advance. > > /Charles Severance > > _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig -------------- next part -------------- A non-text attachment was scrubbed... Name: signature.asc Type: application/pgp-signature Size: 488 bytes Desc: OpenPGP digital signature URL: From kirby.urner at gmail.com Thu Jan 24 20:58:51 2019 From: kirby.urner at gmail.com (kirby urner) Date: Thu, 24 Jan 2019 17:58:51 -0800 Subject: [Edu-sig] Question about certifying teachers In-Reply-To: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> References: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> Message-ID: Hi Charles (fond memories from Google App Engine days... we met at a Pycon in Chicago years ago)... Issuing some proof of completion, in certificate form (an actual document with their name on it, could be PDF) helps your enrollees put something on their resume. The other half of that equation is not a big name school or company, though that might help, so much as a detailed course outline and/or the actual course content, or both -- such that those following up on this credential get a sense of what it means. What did these students actually work through? Were there projects? Quizzes. Describing the program helps too (including with recruiting new enrollees). When O'Reilly School of Technology closed its doors, I was clear that the best way to support our alumni was to preserve a record of what we offered, so those advertising completing our courses could point to something objective, in terms of content covered. OST listened and our content is still online to this day. Example pages: http://archive.oreilly.com/oreillyschool/courses/programs.html http://archive.oreilly.com/oreillyschool/courses/courses.html http://archive.oreilly.com/oreillyschool/courses/Python1/index.html We show our quizzes, but not our projects, not sure why at this point. Students had to finish all the projects, which were assessed by their human instructors. We had no robo-grading whatsoever, not even for quizzes, as we wanted them to know they had a real human on the other end. Of course a lot of the code camp type websites don't provide actual instructors to sign off on work, as you know. They may have students aseess each other (or not), ala Coursera, which, in combination with deadlines, means not everyone who starts, manages to finish. Attrition stats may or may not be relevant in your case. If they got a credential for just showing up (attendance), that's of course not as impressive, so you do your students a favor by advertising the rigors of your offerings. Kirby -------------- next part -------------- An HTML attachment was scrubbed... URL: From wes.turner at gmail.com Fri Jan 25 01:49:18 2019 From: wes.turner at gmail.com (Wes Turner) Date: Fri, 25 Jan 2019 01:49:18 -0500 Subject: [Edu-sig] Question about certifying teachers In-Reply-To: References: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> Message-ID: OpenBadges https://openbadges.org/get-started/issuing-badges/ > Open Badges provide a flexible way to recognize learning wherever it happens, in and out of formal education and the workplace. They can represent any achievement from simple participation to evidence-backed competency development. > By adopting the Open Badges Specification you are joining over 3,000 organizations across the world who believe in supporting a global Specification that enables individuals to capture and share the richer picture of who they are. edX supports Badgr (OpenBadges) - OpenBadges Backpack is now Badgr - https://badgr.com - https://github.com/concentricsky/badgr-server (Django API) - https://github.com/concentricsky/badgr-ui (Angular 2 UI) - https://edx.readthedocs.io/projects/edx-installing-configuring-and-running/en/latest/configuration/enable_badging.html - https://github.com/edx/credentials Blockcerts (W3C Verifiable Claims) - https://www.blockcerts.org/guide/roadmap.html - [ ] OpenBadges Verifiable Claims compatibility - https://github.com/w3c/verifiable-claims - https://w3c.github.io/vc-data-model/ - https://w3c.github.io/vc-use-cases/#education ... https://gist.github.com/westurner/4345987bb29fca700f52163c339a270f On Thursday, January 24, 2019, kirby urner wrote: > > Hi Charles (fond memories from Google App Engine days... we met at a Pycon > in Chicago years ago)... > > Issuing some proof of completion, in certificate form (an actual document > with their name on it, could be PDF) helps your enrollees put something on > their resume. The other half of that equation is not a big name school or > company, though that might help, so much as a detailed course outline > and/or the actual course content, or both -- such that those following up > on this credential get a sense of what it means. > > What did these students actually work through? Were there projects? > Quizzes. Describing the program helps too (including with recruiting new > enrollees). > > When O'Reilly School of Technology closed its doors, I was clear that the > best way to support our alumni was to preserve a record of what we offered, > so those advertising completing our courses could point to something > objective, in terms of content covered. OST listened and our content is > still online to this day. > > Example pages: > > http://archive.oreilly.com/oreillyschool/courses/programs.html > http://archive.oreilly.com/oreillyschool/courses/courses.html > http://archive.oreilly.com/oreillyschool/courses/Python1/index.html > > We show our quizzes, but not our projects, not sure why at this point. > > Students had to finish all the projects, which were assessed by their > human instructors. We had no robo-grading whatsoever, not even for > quizzes, as we wanted them to know they had a real human on the other end. > > Of course a lot of the code camp type websites don't provide actual > instructors to sign off on work, as you know. They may have students > aseess each other (or not), ala Coursera, which, in combination with > deadlines, means not everyone who starts, manages to finish. > > Attrition stats may or may not be relevant in your case. If they got a > credential for just showing up (attendance), that's of course not as > impressive, so you do your students a favor by advertising the rigors of > your offerings. > > Kirby > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephen.murphy91 at gmail.com Fri Jan 25 05:25:31 2019 From: stephen.murphy91 at gmail.com (Stephen Murphy) Date: Fri, 25 Jan 2019 10:25:31 +0000 Subject: [Edu-sig] Question about certifying teachers In-Reply-To: References: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> Message-ID: Hello all, This area is very relevant in Ireland at the moment with our new upper high school computer science subject being introduced. I was wondering would someone on this list like to write a short article on their experiences with the above topic for the Computer Science Teachers' Association of Ireland (CSTAI) monthly magazine? Your insights and advice would be greatly appreciated by the teachers here and might encourage them to uptake some CPD courses. Best wishes, Stephen On Fri, Jan 25, 2019 at 6:49 AM Wes Turner wrote: > OpenBadges > > https://openbadges.org/get-started/issuing-badges/ > > > Open Badges provide a flexible way to recognize learning wherever it > happens, in and out of formal education and the workplace. They can > represent any achievement from simple participation to evidence-backed > competency development. > > > By adopting the Open Badges Specification you are joining over 3,000 > organizations across the world who believe in supporting a global > Specification that enables individuals to capture and share the richer > picture of who they are. > > edX supports Badgr (OpenBadges) > > - OpenBadges Backpack is now Badgr > - https://badgr.com > - https://github.com/concentricsky/badgr-server (Django API) > - https://github.com/concentricsky/badgr-ui (Angular 2 UI) > - > https://edx.readthedocs.io/projects/edx-installing-configuring-and-running/en/latest/configuration/enable_badging.html > - https://github.com/edx/credentials > > > Blockcerts (W3C Verifiable Claims) > > - https://www.blockcerts.org/guide/roadmap.html > - [ ] OpenBadges Verifiable Claims compatibility > > - https://github.com/w3c/verifiable-claims > - https://w3c.github.io/vc-data-model/ > - https://w3c.github.io/vc-use-cases/#education > > > ... https://gist.github.com/westurner/4345987bb29fca700f52163c339a270f > > > On Thursday, January 24, 2019, kirby urner wrote: > >> >> Hi Charles (fond memories from Google App Engine days... we met at a >> Pycon in Chicago years ago)... >> >> Issuing some proof of completion, in certificate form (an actual document >> with their name on it, could be PDF) helps your enrollees put something on >> their resume. The other half of that equation is not a big name school or >> company, though that might help, so much as a detailed course outline >> and/or the actual course content, or both -- such that those following up >> on this credential get a sense of what it means. >> >> What did these students actually work through? Were there projects? >> Quizzes. Describing the program helps too (including with recruiting new >> enrollees). >> >> When O'Reilly School of Technology closed its doors, I was clear that the >> best way to support our alumni was to preserve a record of what we offered, >> so those advertising completing our courses could point to something >> objective, in terms of content covered. OST listened and our content is >> still online to this day. >> >> Example pages: >> >> http://archive.oreilly.com/oreillyschool/courses/programs.html >> http://archive.oreilly.com/oreillyschool/courses/courses.html >> http://archive.oreilly.com/oreillyschool/courses/Python1/index.html >> >> We show our quizzes, but not our projects, not sure why at this point. >> >> Students had to finish all the projects, which were assessed by their >> human instructors. We had no robo-grading whatsoever, not even for >> quizzes, as we wanted them to know they had a real human on the other end. >> >> Of course a lot of the code camp type websites don't provide actual >> instructors to sign off on work, as you know. They may have students >> aseess each other (or not), ala Coursera, which, in combination with >> deadlines, means not everyone who starts, manages to finish. >> >> Attrition stats may or may not be relevant in your case. If they got a >> credential for just showing up (attendance), that's of course not as >> impressive, so you do your students a favor by advertising the rigors of >> your offerings. >> >> Kirby >> >> _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig > -------------- next part -------------- An HTML attachment was scrubbed... URL: From jeff at elkner.net Fri Jan 25 07:01:15 2019 From: jeff at elkner.net (Jeff Elkner) Date: Fri, 25 Jan 2019 12:01:15 +0000 Subject: [Edu-sig] Question about certifying teachers In-Reply-To: References: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> Message-ID: Great discussion, and thanks for kicking it off, Dr. Chuck! To be "relevant" to teachers, whatever scheme you devise should fit easily into the re-certification process teachers go through to maintain their licenses to teach. The problem in the US is that there are 50 different processes to deal with. If you do settle on something, I'd be glad to see how it maps to the re-certification process in Virginia. Jeff Elkner Arlington Public Schools Arlington, Virginia Let's work together to create a just and sustainable world! ??????? Original Message ??????? On Friday, January 25, 2019 5:25 AM, Stephen Murphy wrote: > Hello all, > > This area is very relevant in Ireland at the moment with our new upper high school computer science subject being introduced. > > I was wondering would someone on this list like to write a short article on their experiences with the above topic for the Computer Science Teachers' Association of Ireland (CSTAI) monthly magazine? > > Your insights and advice would be greatly appreciated by the teachers here and might encourage them to uptake some CPD courses. > > Best wishes, > > Stephen > > On Fri, Jan 25, 2019 at 6:49 AM Wes Turner wrote: > >> OpenBadges >> >> https://openbadges.org/get-started/issuing-badges/ >> >>> Open Badges provide a flexible way to recognize learning wherever it happens, in and out of formal education and the workplace. They can represent any achievement from simple participation to evidence-backed competency development. >> >>> By adopting the Open Badges Specification you are joining over 3,000 organizations across the world who believe in supporting a global Specification that enables individuals to capture and share the richer picture of who they are. >> >> edX supports Badgr (OpenBadges) >> >> - OpenBadges Backpack is now Badgr >> - https://badgr.com >> - https://github.com/concentricsky/badgr-server (Django API) >> - https://github.com/concentricsky/badgr-ui (Angular 2 UI) >> - https://edx.readthedocs.io/projects/edx-installing-configuring-and-running/en/latest/configuration/enable_badging.html >> - https://github.com/edx/credentials >> >> Blockcerts (W3C Verifiable Claims) >> >> - https://www.blockcerts.org/guide/roadmap.html >> - [ ] OpenBadges Verifiable Claims compatibility >> >> - https://github.com/w3c/verifiable-claims >> - https://w3c.github.io/vc-data-model/ >> - https://w3c.github.io/vc-use-cases/#education >> >> ... https://gist.github.com/westurner/4345987bb29fca700f52163c339a270f >> >> On Thursday, January 24, 2019, kirby urner wrote: >> >>> Hi Charles (fond memories from Google App Engine days... we met at a Pycon in Chicago years ago)... >>> >>> Issuing some proof of completion, in certificate form (an actual document with their name on it, could be PDF) helps your enrollees put something on their resume. The other half of that equation is not a big name school or company, though that might help, so much as a detailed course outline and/or the actual course content, or both -- such that those following up on this credential get a sense of what it means. >>> >>> What did these students actually work through? Were there projects? Quizzes. Describing the program helps too (including with recruiting new enrollees). >>> >>> When O'Reilly School of Technology closed its doors, I was clear that the best way to support our alumni was to preserve a record of what we offered, so those advertising completing our courses could point to something objective, in terms of content covered. OST listened and our content is still online to this day. >>> >>> Example pages: >>> >>> http://archive.oreilly.com/oreillyschool/courses/programs.html >>> http://archive.oreilly.com/oreillyschool/courses/courses.html >>> http://archive.oreilly.com/oreillyschool/courses/Python1/index.html >>> >>> We show our quizzes, but not our projects, not sure why at this point. >>> >>> Students had to finish all the projects, which were assessed by their human instructors. We had no robo-grading whatsoever, not even for quizzes, as we wanted them to know they had a real human on the other end. >>> >>> Of course a lot of the code camp type websites don't provide actual instructors to sign off on work, as you know. They may have students aseess each other (or not), ala Coursera, which, in combination with deadlines, means not everyone who starts, manages to finish. >>> >>> Attrition stats may or may not be relevant in your case. If they got a credential for just showing up (attendance), that's of course not as impressive, so you do your students a favor by advertising the rigors of your offerings. >>> >>> Kirby >> >> _______________________________________________ >> Edu-sig mailing list >> Edu-sig at python.org >> https://mail.python.org/mailman/listinfo/edu-sig -------------- next part -------------- An HTML attachment was scrubbed... URL: From santiago at rmotr.com Fri Jan 25 08:46:31 2019 From: santiago at rmotr.com (Santiago Basulto) Date: Fri, 25 Jan 2019 10:46:31 -0300 Subject: [Edu-sig] Question about certifying teachers In-Reply-To: References: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> Message-ID: I'm against certificates as a money making machine (think Cisco). I'd be great to provide a free (or very cheap) certificates that fulfill its duty (endorse the knowledge and up-to-date status of the teacher) keeping it open and accessible. One option I'm thinking is peer-reviewed certificates. It could be a "cheap" alternative, with all the benefits of having real eyes on a teacher's evaluation. As a side note, we provide free training for teachers at RMOTR . We haven't advertised it much yet, we're working on the terms. But if anyone knows high school teachers that want to learn Python please give them my email address. On Fri, Jan 25, 2019 at 9:08 AM Jeff Elkner wrote: > Great discussion, and thanks for kicking it off, Dr. Chuck! > > To be "relevant" to teachers, whatever scheme you devise should fit easily > into the re-certification process teachers go through to maintain their > licenses to teach. The problem in the US is that there are 50 different > processes to deal with. > > If you do settle on something, I'd be glad to see how it maps to the > re-certification process in Virginia. > > Jeff Elkner > Arlington Public Schools > Arlington, Virginia > > Let's work together to create a just and sustainable world! > > > ??????? Original Message ??????? > On Friday, January 25, 2019 5:25 AM, Stephen Murphy < > stephen.murphy91 at gmail.com> wrote: > > Hello all, > > This area is very relevant in Ireland at the moment with our new upper > high school computer science subject being introduced. > > I was wondering would someone on this list like to write a short article > on their experiences with the above topic for the Computer Science > Teachers' Association of Ireland (CSTAI) monthly magazine? > > Your insights and advice would be greatly appreciated by the teachers here > and might encourage them to uptake some CPD courses. > > Best wishes, > > Stephen > > On Fri, Jan 25, 2019 at 6:49 AM Wes Turner wrote: > >> OpenBadges >> >> https://openbadges.org/get-started/issuing-badges/ >> >> > Open Badges provide a flexible way to recognize learning wherever it >> happens, in and out of formal education and the workplace. They can >> represent any achievement from simple participation to evidence-backed >> competency development. >> >> > By adopting the Open Badges Specification you are joining over 3,000 >> organizations across the world who believe in supporting a global >> Specification that enables individuals to capture and share the richer >> picture of who they are. >> >> edX supports Badgr (OpenBadges) >> >> - OpenBadges Backpack is now Badgr >> - https://badgr.com >> - https://github.com/concentricsky/badgr-server (Django API) >> - https://github.com/concentricsky/badgr-ui (Angular 2 UI) >> - >> https://edx.readthedocs.io/projects/edx-installing-configuring-and-running/en/latest/configuration/enable_badging.html >> - https://github.com/edx/credentials >> >> >> Blockcerts (W3C Verifiable Claims) >> >> - https://www.blockcerts.org/guide/roadmap.html >> - [ ] OpenBadges Verifiable Claims compatibility >> >> - https://github.com/w3c/verifiable-claims >> - https://w3c.github.io/vc-data-model/ >> - https://w3c.github.io/vc-use-cases/#education >> >> >> ... https://gist.github.com/westurner/4345987bb29fca700f52163c339a270f >> >> >> On Thursday, January 24, 2019, kirby urner wrote: >> >>> >>> Hi Charles (fond memories from Google App Engine days... we met at a >>> Pycon in Chicago years ago)... >>> >>> Issuing some proof of completion, in certificate form (an actual >>> document with their name on it, could be PDF) helps your enrollees put >>> something on their resume. The other half of that equation is not a big >>> name school or company, though that might help, so much as a detailed >>> course outline and/or the actual course content, or both -- such that those >>> following up on this credential get a sense of what it means. >>> >>> What did these students actually work through? Were there projects? >>> Quizzes. Describing the program helps too (including with recruiting new >>> enrollees). >>> >>> When O'Reilly School of Technology closed its doors, I was clear that >>> the best way to support our alumni was to preserve a record of what we >>> offered, so those advertising completing our courses could point to >>> something objective, in terms of content covered. OST listened and our >>> content is still online to this day. >>> >>> Example pages: >>> >>> http://archive.oreilly.com/oreillyschool/courses/programs.html >>> http://archive.oreilly.com/oreillyschool/courses/courses.html >>> http://archive.oreilly.com/oreillyschool/courses/Python1/index.html >>> >>> We show our quizzes, but not our projects, not sure why at this point. >>> >>> Students had to finish all the projects, which were assessed by their >>> human instructors. We had no robo-grading whatsoever, not even for >>> quizzes, as we wanted them to know they had a real human on the other end. >>> >>> Of course a lot of the code camp type websites don't provide actual >>> instructors to sign off on work, as you know. They may have students >>> aseess each other (or not), ala Coursera, which, in combination with >>> deadlines, means not everyone who starts, manages to finish. >>> >>> Attrition stats may or may not be relevant in your case. If they got a >>> credential for just showing up (attendance), that's of course not as >>> impressive, so you do your students a favor by advertising the rigors of >>> your offerings. >>> >>> Kirby >>> >>> _______________________________________________ >> Edu-sig mailing list >> Edu-sig at python.org >> https://mail.python.org/mailman/listinfo/edu-sig >> > > _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig > -- Santiago Basulto.- Co-founder @ rmotr.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From wes.turner at gmail.com Fri Jan 25 09:00:00 2019 From: wes.turner at gmail.com (Wes Turner) Date: Fri, 25 Jan 2019 09:00:00 -0500 Subject: [Edu-sig] Question about certifying teachers In-Reply-To: References: <026c2567-5ae3-bd9d-fcaf-46c8736ba5df@umich.edu> Message-ID: LMS / LRS Specs: - xAPI/TinCan https://en.wikipedia.org/wiki/Experience_API - SCORM https://en.wikipedia.org/wiki/Sharable_Content_Object_Reference_Model Interactive content specs - H5P https://en.wikipedia.org/wiki/H5P https://h5p.org https://h5p.org/documentation/developers/h5p-specification - xBlock (edX) https://en.wikipedia.org/wiki/XBlock https://github.com/edX/XBlock https://open.edx.org/marketplace-all/ - https://github.com/edx/cookiecutter-xblock > This is a cookiecutter template for new XBlocks. > It enables creation of the XBlock repository as well as a Dockerfile for building and running your XBlock in the xblock-sdk workbench. - https://github.com/ibleducation/jupyter-edx-grader-xblock > Auto-grade a student assignment created as a Jupyter notebook, using the nbgrader Jupyter extension, and write the score in the Open edX gradebook - [ ] "H5P as an Open Edx XBlock extension" https://h5p.org/node/32382 H5P / XBlock <-> LMS / CMS <-> Credential Store LMS Learning Management System LRS Learning Record Store Credential Store, Repository See https://w3c.github.io/vc-data-model/#use-cases-and-requirements for normative language - Badgr (SQL database maintained by: ___) - https://OpenBadges.org - https://openbadges.org/about/participating-issuers/ - Badgr - blockchain (replicated immutable datastore) - https://blockcerts.org/ (W3C Verifiable Claims) >From https://www.blockcerts.org/guide/roadmap.html : > Verifiable Claims is a lightweight format for expressing a cryptographically verifiable claim across many different use cases. Blockcerts and Open Badges are working towards expressing Open Badges assertions as a Verifiable Claim. > This approach will expand (even further) the interoperability that exists within the Open Badge ecosystem. On Friday, January 25, 2019, Wes Turner wrote: > OpenBadges > > https://openbadges.org/get-started/issuing-badges/ > > > Open Badges provide a flexible way to recognize learning wherever it > happens, in and out of formal education and the workplace. They can > represent any achievement from simple participation to evidence-backed > competency development. > > > By adopting the Open Badges Specification you are joining over 3,000 > organizations across the world who believe in supporting a global > Specification that enables individuals to capture and share the richer > picture of who they are. > > edX supports Badgr (OpenBadges) > > - OpenBadges Backpack is now Badgr > - https://badgr.com > - https://github.com/concentricsky/badgr-server (Django API) > - https://github.com/concentricsky/badgr-ui (Angular 2 UI) > - https://edx.readthedocs.io/projects/edx-installing- > configuring-and-running/en/latest/configuration/enable_badging.html > - https://github.com/edx/credentials > > > Blockcerts (W3C Verifiable Claims) > > - https://www.blockcerts.org/guide/roadmap.html > - [ ] OpenBadges Verifiable Claims compatibility > > - https://github.com/w3c/verifiable-claims > - https://w3c.github.io/vc-data-model/ > - https://w3c.github.io/vc-use-cases/#education > > > ... https://gist.github.com/westurner/4345987bb29fca700f52163c339a270f > > > On Thursday, January 24, 2019, kirby urner wrote: > >> >> Hi Charles (fond memories from Google App Engine days... we met at a >> Pycon in Chicago years ago)... >> >> Issuing some proof of completion, in certificate form (an actual document >> with their name on it, could be PDF) helps your enrollees put something on >> their resume. The other half of that equation is not a big name school or >> company, though that might help, so much as a detailed course outline >> and/or the actual course content, or both -- such that those following up >> on this credential get a sense of what it means. >> >> What did these students actually work through? Were there projects? >> Quizzes. Describing the program helps too (including with recruiting new >> enrollees). >> >> When O'Reilly School of Technology closed its doors, I was clear that the >> best way to support our alumni was to preserve a record of what we offered, >> so those advertising completing our courses could point to something >> objective, in terms of content covered. OST listened and our content is >> still online to this day. >> >> Example pages: >> >> http://archive.oreilly.com/oreillyschool/courses/programs.html >> http://archive.oreilly.com/oreillyschool/courses/courses.html >> http://archive.oreilly.com/oreillyschool/courses/Python1/index.html >> >> We show our quizzes, but not our projects, not sure why at this point. >> >> Students had to finish all the projects, which were assessed by their >> human instructors. We had no robo-grading whatsoever, not even for >> quizzes, as we wanted them to know they had a real human on the other end. >> >> Of course a lot of the code camp type websites don't provide actual >> instructors to sign off on work, as you know. They may have students >> aseess each other (or not), ala Coursera, which, in combination with >> deadlines, means not everyone who starts, manages to finish. >> >> Attrition stats may or may not be relevant in your case. If they got a >> credential for just showing up (attendance), that's of course not as >> impressive, so you do your students a favor by advertising the rigors of >> your offerings. >> >> Kirby >> >> -------------- next part -------------- An HTML attachment was scrubbed... URL: From kirby.urner at gmail.com Fri Jan 25 14:33:56 2019 From: kirby.urner at gmail.com (kirby urner) Date: Fri, 25 Jan 2019 11:33:56 -0800 Subject: [Edu-sig] making types matter (notes for beginners) Message-ID: In my on ramp to Python, for beginners, I find harping on "types" a great intro (if unoriginal -- a lot of us do it). For one thing, we can hold fixed to the "type" idea while changing the source of the type from built-in, to standard library module, to 3rd party -- three tiers in my "dimensions of Python". These dimensions are (again): * keywords and core syntax (punctuation symbols e.g. [ ] ( ) : etc.) * built-ins * __ribs__ (special names e.g. __getitem__) * standard library * 3rd party (or cloud, or ecosystem, most of what you write yourself) What I say about OO and types is: this was an attempt to mirror your natural language thinking in terms of things having type and thereby characteristics. Computer languages were reaching out to meet us half way, in our native context. "Easy to reason about" in proportion to one's having a strong sense of metaphor perhaps. Not self-proving. The datetime type is, like the string, great for escaping the vortex of "number types only" (where high school math teachers seem to wish to confine themselves for some reason, although this is not a limitation of maths). Many newcomers to programming expect incessant number crunching and languages that only care about numeric methods. That's a stereotype to smash early. Some types help us do that. I have a "permutation" type that's like a number in being very mathy, supports __mul__ and __invert__, but it's not a "number" type. https://repl.it/@kurner/Permutations (repl.it worth checking out if you haven't) datetime also persuades us to appreciate that others have dealt with the complexity. We get the fruits of their efforts. Calendar stuff is sooo... tedious? Not forgetting timezones and daylight savings time. It's a lot of useful machinery that used to stay locked away in temples. A good example of a 3rd party type? Actually there's a lot of 3rd party datetime stuff. Lets get back to number crunching why not? gmpy2 - Extended Precision Decimals. Very like decimals in Standard Library, which is great, for comparing and contrasting similar types. A strong focus on types right from the get go then helps explain the power of Python's 'class' keyword: Python lets you extend the type system with types of your own. That's the OO model after all (not at all unique to Python), and meant to mirror reality in some ways, a different goal then being "easy to reason about" (which is a holy grail as well -- it's not either/or). Example using of gmpy2 in a "learning Python" curriculum context: https://nbviewer.jupyter.org/github/4dsolutions/Python5/blob/master/S_Train.ipynb (more links from the bottom if wanting more of the same) The feature I want to emphasize is the results of decimal calculations mostly look like this: JB Icosa: 18.512295868219161196009899292654531923571426913640152615969 JB Cubocta: 20.000000000000000000000000000000000000000000000000000000000 SuperRT: 21.213203435596425732025330863145471178545078130654221097650 Not what you'd be seeing with a calculator (too precise). Not floating point numbers, clearly, in the sense of IEEE 754. I find extended precision types useful for inspiring students to developing that special and useful skill, of going from conventional sigma notation, to working programs using loops -- what sigmas stand for. Ramanujan had some doozies converging to Pi (or 1/Pi) or whatever. We've looked at those before on edu-sig. Example: https://github.com/4dsolutions/Python5/blob/master/Extended%20Precision.ipynb Kirby -------------- next part -------------- An HTML attachment was scrubbed... URL: From wes.turner at gmail.com Fri Jan 25 16:52:10 2019 From: wes.turner at gmail.com (Wes Turner) Date: Fri, 25 Jan 2019 16:52:10 -0500 Subject: [Edu-sig] making types matter (notes for beginners) In-Reply-To: References: Message-ID: https://en.wikipedia.org/wiki/Type_theory https://en.wikipedia.org/wiki/Type_theory#Difference_from_set_theory https://en.wikipedia.org/wiki/Type_theory#Relation_to_category_theory https://en.wikipedia.org/wiki/Homotopy_type_theory ("HoTT") https://en.wikipedia.org/wiki/Type_signature ("Type annotation") https://en.wikipedia.org/wiki/Polymorphism_(computer_science)#Subtyping https://en.wikipedia.org/w/index.php?title=Eigenclass_model&oldid=592778140#In_Python https://en.wikipedia.org/wiki/C3_linearization Python and data types https://docs.python.org/3/reference/datamodel.html#objects-values-and-types https://docs.python.org/3/reference/datamodel.html#the-standard-type-hierarchy https://docs.python.org/3/library/stdtypes.html https://docs.python.org/3/library/datatypes.html https://docs.python.org/3/c-api/intro.html#objects-types-and-reference-counts https://docs.python.org/3/c-api/type.html#c.PyTypeObject https://github.com/python/typeshed https://github.com/python/typeshed/blob/master/stdlib/2and3/math.pyi https://github.com/python/typeshed/blob/master/stdlib/3/inspect.pyi ... http://diveintopython3.problemsolving.io/native-datatypes.html http://composingprograms.com/pages/21-introduction.html https://www.scipy-lectures.org/intro/language/basic_types.html https://www.scipy-lectures.org/intro/language/oop.html http://greenteapress.com/thinkpython2/html/ ... https://twitter.com/javierwchavarri/status/1082597155628568577 > One of the most useful ways to categorize type systems is: > > - is it Hindley-Milner based? (Rust, Haskell, OCaml) > - or does it support implicit subtyping (TypeScript, Flow, C#)? > > The first: 1 expression <-> at most 1 type. > The second: 1 expression <-> multiple types. > > A thread ? https://en.wikipedia.org/wiki/Hindley?Milner_type_system https://en.wikipedia.org/wiki/Subtyping ... https://en.wikipedia.org/wiki/Python_(programming_language) >From the Python infobox: > Typing discipline : Duck , dynamic , gradual (since 3.5), strong https://en.wikipedia.org/wiki/Duck_typing https://en.wikipedia.org/wiki/Dynamic_typing https://en.wikipedia.org/wiki/Gradual_typing https://en.wikipedia.org/wiki/Strong_typing On Friday, January 25, 2019, kirby urner wrote: > > In my on ramp to Python, for beginners, I find harping on "types" a great > intro (if unoriginal -- a lot of us do it). > > For one thing, we can hold fixed to the "type" idea while changing the > source of the type from built-in, to standard library module, to 3rd party > -- three tiers in my "dimensions of Python". > > These dimensions are (again): > > * keywords and core syntax (punctuation symbols e.g. [ ] ( ) : etc.) > * built-ins > * __ribs__ (special names e.g. __getitem__) > * standard library > * 3rd party (or cloud, or ecosystem, most of what you write yourself) > > What I say about OO and types is: > > this was an attempt to mirror your natural language thinking in terms of > things having type and thereby characteristics. Computer languages were > reaching out to meet us half way, in our native context. "Easy to reason > about" in proportion to one's having a strong sense of metaphor perhaps. > Not self-proving. > > The datetime type is, like the string, great for escaping the vortex of > "number types only" (where high school math teachers seem to wish to > confine themselves for some reason, although this is not a limitation of > maths). > > Many newcomers to programming expect incessant number crunching and > languages that only care about numeric methods. That's a stereotype to > smash early. Some types help us do that. I have a "permutation" type > that's like a number in being very mathy, supports __mul__ and __invert__, > but it's not a "number" type. > > https://repl.it/@kurner/Permutations (repl.it worth checking out if you > haven't) > > datetime also persuades us to appreciate that others have dealt with the > complexity. We get the fruits of their efforts. Calendar stuff is sooo... > tedious? Not forgetting timezones and daylight savings time. It's a lot > of useful machinery that used to stay locked away in temples. > > A good example of a 3rd party type? Actually there's a lot of 3rd party > datetime stuff. > > Lets get back to number crunching why not? gmpy2 - Extended Precision > Decimals. Very like decimals in Standard Library, which is great, for > comparing and contrasting similar types. > > A strong focus on types right from the get go then helps explain the power > of Python's 'class' keyword: Python lets you extend the type system with > types of your own. > > That's the OO model after all (not at all unique to Python), and meant to > mirror reality in some ways, a different goal then being "easy to reason > about" (which is a holy grail as well -- it's not either/or). > > Example using of gmpy2 in a "learning Python" curriculum context: > > https://nbviewer.jupyter.org/github/4dsolutions/Python5/ > blob/master/S_Train.ipynb > (more links from the bottom if wanting more of the same) > > The feature I want to emphasize is the results of decimal calculations > mostly look like this: > > JB Icosa: 18.512295868219161196009899292654531923571426913640152615969 > JB Cubocta: 20.000000000000000000000000000000000000000000000000000000000 > SuperRT: 21.213203435596425732025330863145471178545078130654221097650 > > Not what you'd be seeing with a calculator (too precise). Not floating > point numbers, clearly, in the sense of IEEE 754. > > I find extended precision types useful for inspiring students to > developing that special and useful skill, of going from conventional sigma > notation, to working programs using loops -- what sigmas stand for. > > Ramanujan had some doozies converging to Pi (or 1/Pi) or whatever. We've > looked at those before on edu-sig. > > Example: > https://github.com/4dsolutions/Python5/blob/master/Extended%20Precision. > ipynb > > Kirby > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From kirby.urner at gmail.com Tue Jan 29 00:54:30 2019 From: kirby.urner at gmail.com (kirby urner) Date: Mon, 28 Jan 2019 21:54:30 -0800 Subject: [Edu-sig] the string type (was: making types matter (notes for beginners)) In-Reply-To: References: Message-ID: Thanks Wes, especially for the URLs relating type theory to "HoTT" by way category theory. My friend and co-podcaster Alex, a math-physics-philo guy, has been pushing me to bone up in that area [1]. Those links really helped. I'm squeezing some of this in while reading the OSCON 2019 proposals, a big job, but I always learn a lot by so doing. [2] When it comes to Beginner Python and types, people have a strong grasp of number types coming in, especially ints, but think they know more about the string type than they really do, thanks to the whole coding/decoding business. i.e. strings are always "encrypted" (encoded) a specific way, even if only as plain ASCII text. K-16 doesn't do a lot to introduce Unicode, even though it's fundamental. I'd teach Unicode in language arts, along with fonts and old fashioned printing and book binding. What I find works well with kids and adults alike is a lot of emphasis on Emoji, which are now a part of Unicode after all. They're colorful and ubiquitous in modern life. There's something satisfying about being able to have ["?", "?", "?"] as a Python list. We can also use non-keyboard characters in identifiers, though emoji won't work (there's no making your emojis callable in other words). *** testing 1-2-3... how did that list come through in the Mailman archives? Displayed as Emoji, not as missing glyphs? I see Wes already used a yellow hand pointing down, so I'm confidant the glyphs should be there *** Contemporary IDEs and web browsers are up to showing emoji. When you think about Unicode as a database with records (fields as attributes) you realize that the string type alone is a huge door opener. It's also about number bases and HTML entities. Lots to know. About half of my students are middle schoolers [3], the other half are adults [4]. The Emoji (Unicode) stuff works at all levels. I notice the Rust docs are into it. Show your language is Unicode savvy that way, good PR. Kirby Urner 4dsolutions.net cascadia.or.pdx [1] It's something of a joke how everyone starts a Monad tutorial the same way, by decrying the dearth of coherent Monad tutorials, hah hah. The emphasis on composing functions in category theory takes me to this decorator class, my Monad in progress: https://repl.it/@kurner/MakingMonads https://youtu.be/caSOTjr1z18 (functional programmer speaking to his community) https://youtu.be/SknxggwRPzU (Dutch prof with several relevant interviews on computerphile channel) https://youtu.be/IOiZatlZtGU (good overview of how logic and CS come together over time, focus on lambda stuff). FYI, I've used "?-calculus" (Church, Turing et al) to loosely brand an alternative track through high school, that could in theory count with future employers and colleges as much as today's prevelant "?-calculus" (Newton-Leibniz). Here's how I use ?-calc in contrast with ?-calc (against a STEM backdrop -- I've since done more to map out PATH). https://youtu.be/eTDH7m4vEiM I'm simply sharing a vision (heuristic, gestalt), akin to science fiction, not proposing legislation nor composing any "thou shalt" edict -- so no need to get too political about it I'm hoping. Food for thought. [2] a Medium story (be me) that gives a big picture broad brush stroke history leading up to the resurrection of O'Caml, the language: https://medium.com/@kirbyurner/stories-from-cyberia-fc857867e147 [3] middle school: next Coding with Kids gig starts tomorrow: https://youtu.be/6qlj_AZqpto (a look at Codesters) [4] adults: next SAISOFT gig starts in February: https://github.com/4dsolutions/SAISOFT (lots of Jupyter Notebooks; we also use Spyder and vs code, both with Anaconda) -------------- next part -------------- An HTML attachment was scrubbed... URL: From wes.turner at gmail.com Tue Jan 29 03:32:28 2019 From: wes.turner at gmail.com (Wes Turner) Date: Tue, 29 Jan 2019 03:32:28 -0500 Subject: [Edu-sig] the string type (was: making types matter (notes for beginners)) In-Reply-To: References: Message-ID: On Tuesday, January 29, 2019, kirby urner wrote: > > Thanks Wes, especially for the URLs relating type theory to "HoTT" by way > category theory. > > My friend and co-podcaster Alex, a math-physics-philo guy, has been > pushing me to bone up in that area [1]. Those links really helped. > https://github.com/ejgallego/jscoq#homotopy-type-theory "[?] JsCoq/JsHoTT Interactive Online System!" https://x80.org/rhino-hott/ > > I'm squeezing some of this in while reading the OSCON 2019 proposals, a > big job, but I always learn a lot by so doing. [2] > > When it comes to Beginner Python and types, people have a strong grasp of > number types coming in, especially ints, but think they know more about the > string type than they really do, thanks to the whole coding/decoding > business. > ints and types ... floordiv and div https://github.com/python/typeshed/blob/master/stdlib/2and3/operator.pyi > def truediv(a: Any, b: Any) -> Any: ... > def __truediv__(a: Any, b: Any) -> Any: ... > if sys.version_info < (3, ): > def div(a: Any, b: Any) -> Any: ... > def __div__(a: Any, b: Any) -> Any: ... def div(x: int, y: int) -> Union[float, int]: ... https://docs.python.org/3/library/operator.html#operator.floordiv >> 7 // 2 https://docs.python.org/3/library/operator.html#operator.truediv >> 7 / 2 >> assert sys.version_info.major < 3 >> from __future__ import division >> 7 / 2 And then there are fractions, and decimals, and arbitrary-precision floats https://github.com/python/typeshed/blob/master/stdlib/2and3/fractions.pyi > i.e. strings are always "encrypted" (encoded) a specific way, even if only > as plain ASCII text. K-16 doesn't do a lot to introduce Unicode, even > though it's fundamental. I'd teach Unicode in language arts, along with > fonts and old fashioned printing and book binding. > Is there a good resource for Unicode with something like the output from `hexdump -C`? With Python 3, Unicode emoji just work! :sandwich: > > What I find works well with kids and adults alike is a lot of emphasis on > Emoji, which are now a part of Unicode after all. They're colorful and > ubiquitous in modern life. > > There's something satisfying about being able to have > > ["?", "?", "?"] > > as a Python list. > > We can also use non-keyboard characters in identifiers, though emoji won't > work (there's no making your emojis callable in other words). > > *** testing 1-2-3... how did that list come through in the Mailman > archives? Displayed as Emoji, not as missing glyphs? I see Wes already > used a yellow hand pointing down, so I'm confidant the glyphs should be > there *** > > Contemporary IDEs and web browsers are up to showing emoji. > > When you think about Unicode as a database with records (fields as > attributes) you realize that the string type alone is a huge door opener. > It's also about number bases and HTML entities. Lots to know. > Strings and Unicode .... https://en.wikipedia.org/wiki/Executable_space_protection - What's executable code and what's ? Strings are often both, so we must consider where they'll be output; and we cannot trust user-supplied input to not contain executable code. https://en.wikipedia.org/wiki/String_literal#Escape_sequences https://en.wikipedia.org/wiki/Control_character https://en.wikipedia.org/wiki/Escape_sequence https://en.wikipedia.org/wiki/Cross-site_scripting#Preventive_measures https://en.wikipedia.org/wiki/Cross-site_scripting#Related_vulnerabilities import string print(dir(string)) print(string.punctuation) ### https://en.wikipedia.org/wiki/Code_injection#Examples ## import cgi, http cgi.escape('''here''') # https://docs.python.org/3/library/urllib.parse.html#urllib.parse.quote_plus import urllib # urllib.parse.quote_plus # urllib.parse.unquote # https://bleach.readthedocs.io/en/latest/ import bleach bleach.clean("...") bleach.urlify("...") https://en.wikipedia.org/wiki/ANSI_escape_code#Escape_sequences https://en.wikipedia.org/wiki/ANSI_escape_code#Colors https://github.com/urwid/urwid/blob/master/urwid/escape.py https://docs.python.org/3/library/shlex.html#shlex.quote ... There are a bunch of packages to add colors to text with Python. You can also just add raw escape *start* and end* character sequences to strings and print them out. > > About half of my students are middle schoolers [3], the other half are > adults [4]. > > The Emoji (Unicode) stuff works at all levels. > > I notice the Rust docs are into it. > > Show your language is Unicode savvy that way, good PR. > > Kirby Urner > 4dsolutions.net > cascadia.or.pdx > > [1] > It's something of a joke how everyone starts a Monad tutorial the same > way, by decrying the dearth of coherent Monad tutorials, hah hah. > > The emphasis on composing functions in category theory takes me to this > decorator class, my Monad in progress: > > https://repl.it/@kurner/MakingMonads > > https://youtu.be/caSOTjr1z18 (functional programmer speaking to his > community) > https://youtu.be/SknxggwRPzU (Dutch prof with several relevant > interviews on computerphile channel) > https://youtu.be/IOiZatlZtGU (good overview of how logic and CS come > together over time, focus on lambda stuff). > functools, toolz.functoolz, fn.py: https://docs.python.org/3/library/functools.html#functools.partial https://docs.python.org/3/library/functools.html#functools.wraps (copies __doc__ strings over) https://toolz.readthedocs.io/en/latest/curry.html https://toolz.readthedocs.io/en/latest/_modules/toolz/functoolz.html https://github.com/kachayev/fn.py - #scala-style-lambdas-definition - https://github.com/kachayev/fn.py/blob/master/README.rst#high-level-operations-with-functions > The fn.py fn.monad.optionable decorator ? @optionable ? makes functional composition with chaining easy, too: https://github.com/kachayev/fn.py/blob/master/README.rst#functional-style-for-error-handling > > FYI, I've used "?-calculus" (Church, Turing et al) to loosely brand an > alternative track through high school, that could in theory count with > future employers and colleges as much as today's prevelant "?-calculus" > (Newton-Leibniz). > > Here's how I use ?-calc in contrast with ?-calc (against a STEM backdrop > -- I've since done more to map out PATH). > https://youtu.be/eTDH7m4vEiM > > I'm simply sharing a vision (heuristic, gestalt), akin to science fiction, > not proposing legislation nor composing any "thou shalt" edict -- so no > need to get too political about it I'm hoping. Food for thought. > > [2] a Medium story (be me) that gives a big picture broad brush stroke > history leading up to the resurrection of O'Caml, the language: > https://medium.com/@kirbyurner/stories-from-cyberia-fc857867e147 > > [3] middle school: next Coding with Kids gig starts tomorrow: > https://youtu.be/6qlj_AZqpto (a look at Codesters) > > [4] adults: next SAISOFT gig starts in February: > https://github.com/4dsolutions/SAISOFT > (lots of Jupyter Notebooks; we also use Spyder and vs code, both with > Anaconda) > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From wes.turner at gmail.com Tue Jan 29 03:39:23 2019 From: wes.turner at gmail.com (Wes Turner) Date: Tue, 29 Jan 2019 03:39:23 -0500 Subject: [Edu-sig] the string type (was: making types matter (notes for beginners)) In-Reply-To: References: Message-ID: u"Unicode ?" r"raw string" f"f-{string}" >From https://docs.python.org/3/howto/unicode.html : >>> "\N{GREEK CAPITAL LETTER DELTA}" # Using the character name '\u0394' >>> "\u0394" # Using a 16-bit hex value '\u0394' >>> "\U00000394" # Using a 32-bit hex value '\u0394' ... The u is silent (and optional). On Tuesday, January 29, 2019, Wes Turner wrote: > > > On Tuesday, January 29, 2019, kirby urner wrote: > >> >> Thanks Wes, especially for the URLs relating type theory to "HoTT" by way >> category theory. >> >> My friend and co-podcaster Alex, a math-physics-philo guy, has been >> pushing me to bone up in that area [1]. Those links really helped. >> > > https://github.com/ejgallego/jscoq#homotopy-type-theory > > "[?] JsCoq/JsHoTT Interactive Online System!" > https://x80.org/rhino-hott/ > > >> >> I'm squeezing some of this in while reading the OSCON 2019 proposals, a >> big job, but I always learn a lot by so doing. [2] >> >> When it comes to Beginner Python and types, people have a strong grasp of >> number types coming in, especially ints, but think they know more about the >> string type than they really do, thanks to the whole coding/decoding >> business. >> > > ints and types ... floordiv and div > > https://github.com/python/typeshed/blob/master/stdlib/2and3/operator.pyi > > > def truediv(a: Any, b: Any) -> Any: ... > > def __truediv__(a: Any, b: Any) -> Any: ... > > if sys.version_info < (3, ): > > def div(a: Any, b: Any) -> Any: ... > > def __div__(a: Any, b: Any) -> Any: ... > > def div(x: int, y: int) -> Union[float, int]: ... > > https://docs.python.org/3/library/operator.html#operator.floordiv > >> 7 // 2 > > https://docs.python.org/3/library/operator.html#operator.truediv > >> 7 / 2 > > >> assert sys.version_info.major < 3 > >> from __future__ import division > >> 7 / 2 > > And then there are fractions, and decimals, and arbitrary-precision floats > https://github.com/python/typeshed/blob/master/stdlib/2and3/fractions.pyi > > >> i.e. strings are always "encrypted" (encoded) a specific way, even if >> only as plain ASCII text. K-16 doesn't do a lot to introduce Unicode, even >> though it's fundamental. I'd teach Unicode in language arts, along with >> fonts and old fashioned printing and book binding. >> > > Is there a good resource for Unicode with something like the output from > `hexdump -C`? > > With Python 3, Unicode emoji just work! :sandwich: > > >> >> What I find works well with kids and adults alike is a lot of emphasis on >> Emoji, which are now a part of Unicode after all. They're colorful and >> ubiquitous in modern life. >> >> There's something satisfying about being able to have >> >> ["?", "?", "?"] >> >> as a Python list. >> >> We can also use non-keyboard characters in identifiers, though emoji >> won't work (there's no making your emojis callable in other words). >> >> *** testing 1-2-3... how did that list come through in the Mailman >> archives? Displayed as Emoji, not as missing glyphs? I see Wes already >> used a yellow hand pointing down, so I'm confidant the glyphs should be >> there *** >> >> Contemporary IDEs and web browsers are up to showing emoji. >> > >> When you think about Unicode as a database with records (fields as >> attributes) you realize that the string type alone is a huge door opener. >> It's also about number bases and HTML entities. Lots to know. >> > > Strings and Unicode .... > > https://en.wikipedia.org/wiki/Executable_space_protection > - What's executable code and what's ? Strings are often both, so we > must consider where they'll be output; and we cannot trust user-supplied > input to not contain executable code. > > https://en.wikipedia.org/wiki/String_literal#Escape_sequences > > https://en.wikipedia.org/wiki/Control_character > > https://en.wikipedia.org/wiki/Escape_sequence > > https://en.wikipedia.org/wiki/Cross-site_scripting#Preventive_measures > > https://en.wikipedia.org/wiki/Cross-site_scripting#Related_vulnerabilities > > > > import string > print(dir(string)) > print(string.punctuation) > > ### https://en.wikipedia.org/wiki/Code_injection#Examples ## > > import cgi, http > cgi.escape('''here''') > > > # https://docs.python.org/3/library/urllib.parse.html# > urllib.parse.quote_plus > import urllib > # urllib.parse.quote_plus > # urllib.parse.unquote > > > # https://bleach.readthedocs.io/en/latest/ > import bleach > bleach.clean("...") > bleach.urlify("...") > > > https://en.wikipedia.org/wiki/ANSI_escape_code#Escape_sequences > https://en.wikipedia.org/wiki/ANSI_escape_code#Colors > https://github.com/urwid/urwid/blob/master/urwid/escape.py > > https://docs.python.org/3/library/shlex.html#shlex.quote > > ... There are a bunch of packages to add colors to text with Python. You > can also just add raw escape *start* and end* character sequences to > strings and print them out. > > >> >> About half of my students are middle schoolers [3], the other half are >> adults [4]. >> >> The Emoji (Unicode) stuff works at all levels. >> >> I notice the Rust docs are into it. >> >> Show your language is Unicode savvy that way, good PR. >> >> Kirby Urner >> 4dsolutions.net >> cascadia.or.pdx >> >> [1] >> It's something of a joke how everyone starts a Monad tutorial the same >> way, by decrying the dearth of coherent Monad tutorials, hah hah. >> >> The emphasis on composing functions in category theory takes me to this >> decorator class, my Monad in progress: >> >> https://repl.it/@kurner/MakingMonads >> >> https://youtu.be/caSOTjr1z18 (functional programmer speaking to his >> community) >> https://youtu.be/SknxggwRPzU (Dutch prof with several relevant >> interviews on computerphile channel) >> https://youtu.be/IOiZatlZtGU (good overview of how logic and CS come >> together over time, focus on lambda stuff). >> > > functools, toolz.functoolz, fn.py: > > https://docs.python.org/3/library/functools.html#functools.partial > https://docs.python.org/3/library/functools.html#functools.wraps (copies > __doc__ strings over) > > https://toolz.readthedocs.io/en/latest/curry.html > https://toolz.readthedocs.io/en/latest/_modules/toolz/functoolz.html > > https://github.com/kachayev/fn.py > - #scala-style-lambdas-definition > - https://github.com/kachayev/fn.py/blob/master/README.rst# > high-level-operations-with-functions > > > The fn.py fn.monad.optionable decorator ? @optionable ? makes functional > composition with chaining easy, too: https://github.com/kachayev/ > fn.py/blob/master/README.rst#functional-style-for-error-handling > > >> >> FYI, I've used "?-calculus" (Church, Turing et al) to loosely brand an >> alternative track through high school, that could in theory count with >> future employers and colleges as much as today's prevelant "?-calculus" >> (Newton-Leibniz). >> >> Here's how I use ?-calc in contrast with ?-calc (against a STEM backdrop >> -- I've since done more to map out PATH). >> https://youtu.be/eTDH7m4vEiM >> >> I'm simply sharing a vision (heuristic, gestalt), akin to science >> fiction, not proposing legislation nor composing any "thou shalt" edict -- >> so no need to get too political about it I'm hoping. Food for thought. >> >> [2] a Medium story (be me) that gives a big picture broad brush stroke >> history leading up to the resurrection of O'Caml, the language: >> https://medium.com/@kirbyurner/stories-from-cyberia-fc857867e147 >> >> [3] middle school: next Coding with Kids gig starts tomorrow: >> https://youtu.be/6qlj_AZqpto (a look at Codesters) >> >> [4] adults: next SAISOFT gig starts in February: >> https://github.com/4dsolutions/SAISOFT >> (lots of Jupyter Notebooks; we also use Spyder and vs code, both with >> Anaconda) >> >> >> -------------- next part -------------- An HTML attachment was scrubbed... URL: From peter at farrellpolymath.com Tue Jan 29 09:43:03 2019 From: peter at farrellpolymath.com (Peter Farrell) Date: Tue, 29 Jan 2019 06:43:03 -0800 Subject: [Edu-sig] Python in Education: Requests for ideas Message-ID: Hi, Has anybody else been trying to submit ideas in response to the PSF's request from last week? The blog post is at http://pyfound.blogspot.com/2019/01/python-in-education-request-for-ideas.html and the email is edu-committee at python.org I've had my email bounced back 4 times since Friday. Am I doing something wrong? Peter Farrell -------------- next part -------------- An HTML attachment was scrubbed... URL: From ntoll at ntoll.org Wed Jan 30 15:34:55 2019 From: ntoll at ntoll.org (Nicholas H.Tollervey) Date: Wed, 30 Jan 2019 20:34:55 +0000 Subject: [Edu-sig] Python in Education: Requests for ideas In-Reply-To: References: Message-ID: <7393b31e-711b-9cf5-28db-0805b196f792@ntoll.org> Hi Peter, I have a draft ready for this process, but obviously not sent it to get the bounces from the email address. I've bcc'd a couple of people who may be able to look into the problem with the email address to which they're asking us to send ideas. Best wishes, Nicholas. On 29/01/2019 14:43, Peter Farrell wrote: > Hi, Has anybody else been trying to submit ideas in response to the > PSF's request from last week? The blog post is at? > http://pyfound.blogspot.com/2019/01/python-in-education-request-for-ideas.html > > and the email is? > > > edu-committee at python.org > > > I've had my email bounced back 4 times since Friday. Am I doing > something wrong? > > Peter Farrell > > _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig > -------------- next part -------------- A non-text attachment was scrubbed... Name: signature.asc Type: application/pgp-signature Size: 488 bytes Desc: OpenPGP digital signature URL: From naomi.ceder at gmail.com Wed Jan 30 15:38:13 2019 From: naomi.ceder at gmail.com (Naomi Ceder) Date: Wed, 30 Jan 2019 14:38:13 -0600 Subject: [Edu-sig] Python in Education: Requests for ideas In-Reply-To: <7393b31e-711b-9cf5-28db-0805b196f792@ntoll.org> References: <7393b31e-711b-9cf5-28db-0805b196f792@ntoll.org> Message-ID: Again, as far as I can tell, the email address is working okay, in that we've received several proposals. If anyone does get a bounce message, please let me know and I'll connect you to our infrastructure team. Cheers, Naomi On Wed, 30 Jan 2019 at 14:34, Nicholas H.Tollervey wrote: > Hi Peter, > > I have a draft ready for this process, but obviously not sent it to get > the bounces from the email address. > > I've bcc'd a couple of people who may be able to look into the problem > with the email address to which they're asking us to send ideas. > > Best wishes, > > Nicholas. > > On 29/01/2019 14:43, Peter Farrell wrote: > > Hi, Has anybody else been trying to submit ideas in response to the > > PSF's request from last week? The blog post is at > > > http://pyfound.blogspot.com/2019/01/python-in-education-request-for-ideas.html > > > > and the email is > > > > > > edu-committee at python.org > > > > > > I've had my email bounced back 4 times since Friday. Am I doing > > something wrong? > > > > Peter Farrell > > > > _______________________________________________ > > Edu-sig mailing list > > Edu-sig at python.org > > https://mail.python.org/mailman/listinfo/edu-sig > > > > -- Naomi Ceder @NaomiCeder ? https://www.linkedin.com/in/naomiceder/ https://www.manning.com/books/the-quick-python-book-third-edition -------------- next part -------------- An HTML attachment was scrubbed... URL: From naomi.ceder at gmail.com Wed Jan 30 15:48:44 2019 From: naomi.ceder at gmail.com (Naomi Ceder) Date: Wed, 30 Jan 2019 14:48:44 -0600 Subject: [Edu-sig] Python in Education: Requests for ideas In-Reply-To: References: <7393b31e-711b-9cf5-28db-0805b196f792@ntoll.org> Message-ID: For those of you submitting ideas, please be aware that zip files, particularly large zip files, may cause unhappiness on the part of our mailing list software. We suspect that was the issue with Peter's submissions. In that case maybe a link to a google drive or dropbox or similar location may be a workaround. Cheers, Naomi On Wed, 30 Jan 2019 at 14:38, Naomi Ceder wrote: > Again, as far as I can tell, the email address is working okay, in that > we've received several proposals. > > If anyone does get a bounce message, please let me know and I'll connect > you to our infrastructure team. > > Cheers, > Naomi > > On Wed, 30 Jan 2019 at 14:34, Nicholas H.Tollervey > wrote: > >> Hi Peter, >> >> I have a draft ready for this process, but obviously not sent it to get >> the bounces from the email address. >> >> I've bcc'd a couple of people who may be able to look into the problem >> with the email address to which they're asking us to send ideas. >> >> Best wishes, >> >> Nicholas. >> >> On 29/01/2019 14:43, Peter Farrell wrote: >> > Hi, Has anybody else been trying to submit ideas in response to the >> > PSF's request from last week? The blog post is at >> > >> http://pyfound.blogspot.com/2019/01/python-in-education-request-for-ideas.html >> > >> > and the email is >> > >> > >> > edu-committee at python.org >> > >> > >> > I've had my email bounced back 4 times since Friday. Am I doing >> > something wrong? >> > >> > Peter Farrell >> > >> > _______________________________________________ >> > Edu-sig mailing list >> > Edu-sig at python.org >> > https://mail.python.org/mailman/listinfo/edu-sig >> > >> >> > > -- > Naomi Ceder > > @NaomiCeder ? https://www.linkedin.com/in/naomiceder/ > https://www.manning.com/books/the-quick-python-book-third-edition > -- Naomi Ceder @NaomiCeder ? https://www.linkedin.com/in/naomiceder/ https://www.manning.com/books/the-quick-python-book-third-edition -------------- next part -------------- An HTML attachment was scrubbed... URL: From naomi.ceder at gmail.com Wed Jan 30 14:22:37 2019 From: naomi.ceder at gmail.com (Naomi Ceder) Date: Wed, 30 Jan 2019 13:22:37 -0600 Subject: [Edu-sig] Python in Education: Requests for ideas In-Reply-To: References: Message-ID: Hi, (moving the list to BCC to cut down on the noise) I'm one of the list moderators and committee members, and I can tell you that we've gotten several submissions, so in general the list is working. What sort of bounce message are you getting? Cheers, Naomi On Wed, 30 Jan 2019 at 13:20, Peter Farrell wrote: > Hi, Has anybody else been trying to submit ideas in response to the PSF's > request from last week? The blog post is at > > http://pyfound.blogspot.com/2019/01/python-in-education-request-for-ideas.html > > and the email is > edu-committee at python.org > > I've had my email bounced back 4 times since Friday. Am I doing something > wrong? > > Peter Farrell > _______________________________________________ > Edu-sig mailing list > Edu-sig at python.org > https://mail.python.org/mailman/listinfo/edu-sig > -- Naomi Ceder @NaomiCeder ? https://www.linkedin.com/in/naomiceder/ https://www.manning.com/books/the-quick-python-book-third-edition -------------- next part -------------- An HTML attachment was scrubbed... URL: From ewa at python.org Wed Jan 30 15:58:29 2019 From: ewa at python.org (Ewa Jodlowska) Date: Wed, 30 Jan 2019 14:58:29 -0600 Subject: [Edu-sig] Python in Education - Request for Ideas Message-ID: The Python Software Foundation Board Committee for Python in Education wants to hear how the PSF can help members of our community increase the presence of Python in education. Our first goal is to gather ideas from the community on ways the PSF can fund work to improve Python in education. We want to collect a broad spectrum of ideas and projects at all levels and in all disciplines. After the ideas phase, we will use the ideas provided to guide our request for proposals. Timeline Here?s the full timeline: - January 23- February 18, 2019: Request for Ideas phase - February 18 - March 31, 2019: Request for Proposals phase - April 1-17, 2019: Review process - April 18, 2019: Notify the accepted proposals - June-August of 2019: Accepted proposal work begins Scope The scope of the ?request for ideas? phase is vague on purpose. We do not want to steer the ideas brought forth and want to see a wide variety of pitches. Think small. If you had $100 USD what would you do? Think BIG! If you had $10,000,000 USD what would you do? There is no limit to the amount of money that your pitch might cost. If we think you have a great idea and it serves to improve Python in education, we will support it. Smaller requests will come from funds we have on hand. Larger funding requests will take more work to fulfill as we will work to gather funds through several methods such as donation drives and grants from other organizations. While the Request for Ideas is vague and open ended, there are some guidelines. These guidelines will come into play during the Request for Proposal phase, but they may help you in the Request for Ideas phase. Here are some things that we will look for and consider in a proposal: Basic requirements - The criteria for acceptance will be based on the following guidelines: - Does the proposal adhere to PSF?s Code of Conduct ? - Does the proposal align with the Python Software Foundation?s mission ? - Is the proposal well organized and detailed? Be sure to tell us what the main issue, problem, or subject is and why is it important. - Does the proposer have any experience relevant to the proposal? While not strictly a requirement, having previous experience in what is being proposed will be considered in the overall application. - Is the subject pertaining to underrepresented topics within our community? As we strive to improve the diversity of our community, priority will be given to proposals that bring new viewpoints and additional representation to the Python ecosystem. Advanced requirements - The proposal should include a timeline and capture major milestones for the work being proposed. - If the proposal includes assistance from other contributors/resources, please share the details. - The proposal should include the expected outcomes of proposed work as well as metrics for how the outcomes will be evaluated. Submit your ideas and questions to edu-committee at python.org. Please avoid attaching large files such as .zip files. It is preferred that you send a shareable link (e.g. via Dropbox). Thank you for your time and we look forward to seeing all of the wonderful ideas! -------------- next part -------------- An HTML attachment was scrubbed... URL: